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The relationship between career competencies, career identity, motivation and quality of choice

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Abstract

In this article we focus on the effects of career education and guidance among students (ages 12–19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes.

Résumé

La relation entre les compétences professionnelles, l’identité professionnelle, la motivation et la qualité des choix. Dans cet article, nous nous concentrons sur les effets de l’éducation en orientation et du conseil en orientation professionnelle sur des étudiants (âgés de 12 à 19 ans) inscrits en formation préprofessionnelle et professionnelle aux Pays-Bas. Notre étude a porté sur 3499 élèves et 166 enseignants dans 226 classes et 34 écoles. Les résultats montrent que les compétences professionnelles contribuent positivement à la motivation à l’apprentissage, la qualité de l’expérience du choix d’études, la qualité vécue de l’ajustement du choix aux tâches d’apprentissage et l’ajustement vécu à la pratique. L’identité professionnelle contribue positivement aux résultats en lien avec la carrière, et le dialogue de carrière contribue plus aux résultats en lien avec la carrière que ne le font les interventions traditionnelles.

Zusammenfassung

Die Beziehungzwischen Karriere Kompetenzen, beruflicher Identität, Motivation und Qualität der Wahl. In diesem Artikel konzentrieren wir uns auf die Auswirkungen der Berufsorientierung und Beratung unter Schülern (Alter 12-19) eingeschrieben in berufsvorbereitenden und berufsbildenden weiterführenden Schulen in den Niederlanden. Unsere Studie umfasste 166 Lehrer und 3499 Schüler in 226 Klassen in 34 Schulen. Die Ergebnisse zeigten, dass Karriere Kompetenzen einen positiven Beitrag leisteten zur Lernmotivation, der Qualität der Studienwahl, der empfundenen Passung der Wahl mit Lernaufgaben und der empfundenen Passung des Praktikums. Karriere Identität hatte positive Karriere-Effekte und Gespräche über Karriere trugen im Hinblick auf Effekte mehr bei als traditionelle Interventionen.

Resumen

La relación entre las competencias profesionales, la identidad profesional, la motivación y la calidad de la elección. En este artículo nos centramos en los efectos de la educación y orientación profesional de los estudiantes (entre 12 y 19 años) matriculados en preorientación y educación profesional en secundaria en los Países Bajos. Nuestro estudio incluyó a 3499 estudiantes y 166 profesores en 226 clases de 34 escuelas. Los resultados mostraron que las competencias profesionales contribuyen positivamente a la motivación por aprender, la calidad de la experiencia del estudio elegido, experimentaron el ajuste de la elección con las tareas de aprendizaje y las prácticas. La identidad profesional contribuyó positivamente a los resultados de la trayectoria profesional, y el diálogo de esta trayectoria contribuyó más que las intervenciones tradicionales con respecto a los resultados de la carrera profesional.

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Notes

  1. The Dutch educational system has two main tracks after primary education. Almost 60 % of all students enter the vocational track, starting with pre-vocational education (ages 12–16), followed by secondary vocational education (ages 16–20). In secondary vocational education, students can choose 2-, 3- or 4-year programs in four separate sectors (i.e., technical, economic-administrative, services and health, and agricultural), and they may choose between a full-time school-based education and a practice-based apprenticeship system. The best students can move on to higher vocational education and even finish with a university degree. The other 40 % of students enter general secondary education after primary school and choose between a track leading to higher vocational and/or pre-university education. The vocational track has less status than the general track and especially in pre-vocational education; children from disadvantaged groups (i.e., traditional working class and minority groups) are over-represented in this group. Although these students have a formal opportunity to enter higher vocational education and even university, only 15 % do so (Central Bureau of Statistics, 2009). For most children who enter pre-vocational education, formal education ends at age 17 (when compulsory education ends) or 18 (after finishing secondary vocational education).

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  1. Lectoraat Pedagogiek van de Beroepsvorming, The Hague University, P.O. 19320, 2500 CH, Den Haag, The Netherlands

    Frans Meijers, Marinka Kuijpers & Chad Gundy

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  1. Frans Meijers
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  2. Marinka Kuijpers
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  3. Chad Gundy
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Correspondence to Frans Meijers.

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Meijers, F., Kuijpers, M. & Gundy, C. The relationship between career competencies, career identity, motivation and quality of choice. Int J Educ Vocat Guidance 13, 47–66 (2013). https://doi.org/10.1007/s10775-012-9237-4

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