Jüttler Andreas, Schumann Stephan, Neuenschwander Markus P, Hofmann Jan
Department of Economics, University of Konstanz, Universitätsstraße 10, 78457 Konstanz, Germany.
Center for Learning and Socialization, University of Applied Sciences and Arts Northwestern Switzerland, Obere Sternengasse 7, CH-4502 Solothurn, Switzerland.
Vocat Learn. 2021;14(1):115-145. doi: 10.1007/s12186-020-09256-y. Epub 2020 Aug 15.
Many educational systems are characterized by segregation between a general and vocational educational track. When adolescents must decide on their postcompulsory education at the end of lower secondary school, the different programs are typically embedded in one of these two main tracks. Prior career choice theories postulate that vocational interests, as structured by the six-dimensional RIASEC model of Holland (1997), play a crucial role in educational and vocational transition processes. However, regarding the question of general versus vocational education, previous studies have mainly focused on the effects of social background. Therefore, this paper examines the impact of vocational interests on the choice of Baccalaureate School (BAC, general track), Vocational Education and Training (VET, vocational track) or the Federal Vocational Baccalaureate (FVB), a hybrid qualification that links elements of both tracks. The sample consists of = 609 students at the end of lower secondary school in Switzerland. The results of multinomial logistic regression analyses show that all six dimensions of Holland's interest model are significant predictors for the three postcompulsory tracks, even when controlling for school variables (e.g., grades) and variables of social background. While the and dimensions are positively interrelated with the choice of VET, the , and dimensions predict the choice of BAC. The dimension is the only one positively linked to the choice of FVB. The results are discussed with special attention to segregation between more practical and more theoretical types of interests.
许多教育体系的特点是普通教育轨道和职业教育轨道相互分离。当青少年在初中结束时必须决定接受义务教育后的教育时，不同的课程通常被纳入这两个主要轨道之一。先前的职业选择理论假定，由霍兰德（1997年）的六维RIASEC模型构建的职业兴趣，在教育和职业过渡过程中起着至关重要的作用。然而，关于普通教育与职业教育的问题，先前的研究主要集中在社会背景的影响上。因此，本文考察职业兴趣对选择文理中学（BAC，普通轨道）、职业教育培训（VET，职业轨道）或联邦职业高中文凭（FVB，一种融合了两个轨道元素的混合资格证书）的影响。样本包括瑞士初中毕业的609名学生。多项逻辑回归分析结果表明，即使在控制学校变量（如成绩）和社会背景变量的情况下，霍兰德兴趣模型的所有六个维度都是这三种义务教育后轨道的显著预测因素。虽然“现实型”和“传统型”维度与职业教育培训的选择呈正相关，但“研究型”、“艺术型”和“社会型”维度预测了文理中学的选择。“企业型”维度是唯一与联邦职业高中文凭的选择呈正相关的维度。本文对结果进行了讨论，并特别关注了更实际和更理论化的兴趣类型之间的分离。
