A systematic literature review of collaborative learning in conservatoire education
In: Social sciences & humanities open, Band 8, Heft 1, S. 100683
ISSN: 2590-2911
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In: Social sciences & humanities open, Band 8, Heft 1, S. 100683
ISSN: 2590-2911
In: International journal for educational and vocational guidance, Band 20, Heft 2, S. 375-410
ISSN: 1573-1782
AbstractVocational identity is a prerequisite for enhancing societal inclusion of at-risk emerging adults. School curricula and rebound programs need insights into individual differences of these youths to effectively foster their vocational identity. Identifying three aspects of vocational identity, a questionnaire study among at-risk emerging adults in The Netherlands (N = 996) examined the relationship between clusters of demographic, personality, self-sufficiency, self-competence, and school engagement characteristics and vocational identity performing blockwise entry analyses. Largest proportions of variance were explained by personality traits and, to a lesser extent, motivation, resilience, and valuing school outcome. These malleable characteristics offer opportunities for interventions.