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

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.RésuméLa 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.ZusammenfassungDie 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.ResumenLa 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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