Suchergebnisse

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?