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Unterrichtswissenschaft

, Volume 47, Issue 3, pp 271–293 | Cite as

Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention

  • Heide PieschEmail author
  • Isabelle Häfner
  • Hanna Gaspard
  • Barbara Flunger
  • Benjamin Nagengast
  • Judith M. Harackiewicz
Thementeil
  • 129 Downloads

Abstract

Adolescents’ motivation is crucial for their transition from school to further education. Parents are known to have a substantial influence on their children’s motivational beliefs through their own beliefs and behaviors. In this study, we tested whether a parent-based utility-value intervention could promote parents’ and students’ motivational beliefs and career orientation behavior. Twenty eighth-grade classrooms from German middle-track schools were randomly assigned to the intervention or to a waitlist control condition. Data from 357 students and their parents were obtained via separate questionnaires at pretest and posttest. The intervention was operationalized through a website where parents and students could find information about the usefulness of different school subjects for future careers. The website was designed to help parents support their children during the career orientation process. To examine the effects of the intervention on parents’ and students’ motivational beliefs and career orientation behavior, Intention-to-treat and Complier Average Causal Effect analyses were calculated. The results showed negative intervention effects on parental career support and perceived importance of career support. No intervention effects were found on the other parental outcomes or on student outcomes. We discuss reasons for these results. The study shows that intervention material needs to be carefully designed and implemented.

Keywords

Motivation Intervention Parents Career orientation Expectancy-value 

Realschule und dann? Effekte einer Nützlichkeitsintervention zur Unterstützung von Eltern und Jugendlichen bei der Berufsorientierung

Zusammenfassung

Die Lernmotivation hängt eng mit beruflichen Entscheidungen am Übergang von der Schule in die weitere Ausbildung zusammen. Eltern können die motivationalen Überzeugungen ihrer Kinder durch ihre eigenen Überzeugungen und ihr Verhalten in hohem Maße beeinflussen. In der vorliegenden Studie wurde untersucht, ob eine elternbasierte Nützlichkeitsintervention die Berufsorientierung und die motivationalen Überzeugungen von Eltern und Jugendlichen fördern kann. In einem experimentellen Prätest-Posttest-Design wurden 20 Realschul-Klassen mit insgesamt 357 Schülerinnen und Schülern der 8. Jahrgangsstufe zufällig der Interventions- oder Warte-Kontrollgruppe zugewiesen. Die Intervention wurde mithilfe einer Webseite umgesetzt, die Informationen zur Nützlichkeit von mehreren Schulfächern für verschiedenen Berufe enthielt. Die Webseite sollte Eltern darin unterstützen, ihren Kindern bei der Berufsorientierung zu helfen. Die Interventionseffekte auf die Motivation und die Berufsorientierung von Jugendlichen und Eltern wurden mithilfe von Intention-to-treat- sowie Complier Average Causal Effect-Analysen untersucht. Es zeigten sich negative Interventionseffekte auf die elterliche Unterstützung bei der Berufsorientierung sowie auf deren wahrgenommene Wichtigkeit. Für weitere elterlichen Variablen sowie auf Seiten der Schülerinnen und Schüler fanden sich keine Interventionseffekte. Mögliche Gründe für die fehlenden bzw. unerwarteten Effekte werden diskutiert. Die Ergebnisse verdeutlichen, dass Nützlichkeitsinterventionen sorgfältig entwickelt und implementiert werden sollten.

Schlüsselwörter

Motivation Nützlichkeitsintervention Eltern Berufsorientierung Erwartungs-Wert-Theorie 

Notes

Funding

This research project is part of the research program “Netzwerk Bildungsforschung” (Educational Research Network) of the Baden-Württemberg Stiftung. This research was also supported by the Eliteprogramme for Postdocs of the Baden-Württemberg Stiftung and the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, Tübingen, funded by the Baden-Württemberg Ministry of Science, Research and the Arts. Heide Kneißler is a doctoral student at the LEAD Graduate School and Research Network [GSC1028], funded by the Excellence Initiative of the German federal and state governments.

Supplementary material

42010_2018_24_MOESM1_ESM.docx (44 kb)
Results of further analyses based on an alternative compliance coding, results regarding self-developed scales, intra-class correlation coefficients, and pretest differences between groups

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2018

Authors and Affiliations

  • Heide Piesch
    • 1
    Email author
  • Isabelle Häfner
    • 1
  • Hanna Gaspard
    • 1
  • Barbara Flunger
    • 2
  • Benjamin Nagengast
    • 1
  • Judith M. Harackiewicz
    • 3
  1. 1.Hector Research Institute of Education Sciences and PsychologyUniversity of TübingenTübingenGermany
  2. 2.Utrecht UniversityUtrechtThe Netherlands
  3. 3.University of Wisconsin-MadisonMadisonUSA

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