Effects of educational processes in non-formal settings on work-related resources in the transition of middle and lower secondary school pupils into vocational training

非正规环境中的教育过程对初中生向职业培训过渡过程中与工作相关的资源的影响

• 批准号: 396942483
• 负责人: Dr. Frank Tillmann, since 10/2022
• 金额: --
• 依托单位: Deutsches Jugendinstitut - Außenstelle Halle
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/396942483?language=en
• 关键词: Effects; educational; processes; non; formal

The transition from school to vocational training seems to be a major junction in life. Adolescents from middle and lower educational backgrounds often struggle with the transition. An integrated view of education is needed in oder to analyze the complex process, including non-formal educational processes. Organized out-of school activities in non-formal settings can therefore provide supportive potential, especially with the help of the activity leader. Different studies have shown positive effects of organized out-of school activities on youth development. However, the relationship between out-of school activities and transition into vocational training has not yet been studied systematically.The two-year longitudinal study located at the German Youth Institute has two objectives: (1) Analysis of the usage of organized out-of school activities of middle and lower secondary school pupils. Whereby the total number of out-of school activities that pupils participated in during school-age will be captured with a retrospective design. (2) Analysis of effects of organized activities and linked indicators on work related personal and social resources as well as on transition to vocational training on the basis of the Resource Model of Coping with Life (Ressourcenmodell der Lebensbewältigung). Selective effects of organized leisure activities will be considered. Therefore, the capital of the family as well as socio-demographic indicators will be included as control-factors. Central questions are: (A) How do middle and lower secondary school pupils use organized out-of school activities between grades 1 to 9/10? (B) How do socio-demographic indicators and the capital of the family affect the usage of organized leisure activities? (C) Which effects do organized out-of school activities have on work related resources? (D) Which effects do organized out-of school activities and work related resources have on the transition into vocational training two years after the last year in school?For answering the questions participants will be surveyed twice with a standardized questionnaire. T1 takes place as a classroom survey in the last year of school (grade 9/10; N=2.500), t2 will be conducted as individual telephone interviews two years after the last year in school (n=900). The analysis of the usage of out-of school activities (a) will be conducted descriptively. Questions (b) to (d) will be analyzed with hypothesis-testing complex statistical methods (ANOVA, regression analysis, structural modeling).Following the current state of research on educational processes in non-formal settings, it is assumed that organized leisure activities have positive developmental effects on work related resources and the transition into vocational training. Thus, the project follows studies on positive effects of organized out-of school activities on youth development and complements the state of research with regard to effects on the transition into vocational training.

从学校到职业培训的过渡似乎是人生的一个主要转折点。来自中等和较低教育背景的青少年经常在过渡中挣扎。为了分析包括非正规教育过程在内的复杂过程，需要一种综合的教育观。因此，在非正规环境中有组织的校外活动可以提供支助潜力，特别是在活动领导人的帮助下。不同的研究表明，有组织的校外活动对青年发展产生了积极影响。然而，校外活动与职业培训之间的关系尚未得到系统的研究，德国青年研究所进行的为期两年的纵向研究有两个目标：（1）分析初中和初中学生利用有组织的校外活动的情况。因此，学生在学龄期间参加校外活动的总数将采用回顾性设计。(2)分析有组织的活动和相关指标对与工作有关的个人和社会资源的影响，以及根据应对生活的资源模式向职业培训过渡的影响。将考虑有组织的休闲活动的选择性影响。因此，家庭资本以及社会人口指标将被列为控制因素。中心问题是：（A）初中和初中学生如何利用1至9/10年级之间有组织的校外活动？(B)社会人口指标和家庭资本如何影响有组织的休闲活动的使用？(C)有组织的校外活动对工作相关资源有哪些影响？(D)有组织的校外活动和与工作相关的资源对在学校最后一年后两年过渡到职业培训有什么影响？为了回答这些问题，将用标准化问卷对参与者进行两次调查。T1在学校的最后一年（9/10年级; N=2.500）进行课堂调查，T2将在学校的最后一年（n=900）后两年内进行个人电话访谈。对校外活动（a）的使用情况的分析将按顺序进行。问题（B）~（d）的分析采用假设检验的复杂统计方法（ANOVA、回归分析、结构模型）。根据非正规教育过程的研究现状，假设有组织的休闲活动对工作相关资源和向职业培训的过渡具有积极的发展效果。因此，该项目遵循关于有组织的校外活动对青年发展的积极影响的研究，并补充关于向职业培训过渡的影响的研究状况。