Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity     

Keijzer  Rineke  van Schooten  Erik  van der Rijst  Roeland  Admiraal  Wilfried 《European Journal of Psychology of Education - EJPE》2022,37(4):1255-1283

In any country, there is a group of students who are at risk of dropping out of school without any qualifications. This is detrimental for many of those students, because failure to graduate increases risks of unemployment and societal exclusion. To reduce this risk, specialized curricula aim to prepare these students for their working life by fostering the development of a vocational identity, that is, how they define themselves as workers. As a prerequisite to achieving this goal, students need to attend school and feel engaged with school. The curricula seek ways to stimulate emotional school engagement, taking into account the heterogeneous target group of students they serve. To address potential consequences of individual differences, this questionnaire study (N=996) conducted in the Netherlands explored how various individual characteristics of students in these specialized curricula moderated the relationship between emotional school engagement and vocational identity. Results show that stronger school engagement always coincided with a stronger vocational identity; however, the strength of the relationship varied. Stimulating emotional school engagement was specifically important for the subgroups of students who are young, less agreeable, less motivated, and less resilient. In order to foster the vocational identity of their students, the specialized curricula are recommended to draw nuanced conclusions and formulate refined strategies to effectively respond to the heterogeneous group of students who are at risk of dropping out.

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Accelerating the Development of Second-Order False Belief Reasoning: A Training Study With Different Feedback Methods     

Burcu Arslan  Rineke Verbrugge  Niels Taatgen  Bart Hollebrandse 《Child development》2020,91(1):249-270

One-hundred-six 5-year-olds’ (M_age = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds’ failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions.  相似文献   

Vocational identity of at-risk emerging adults and its relationship with individual characteristics     

Keijzer  Rineke  Admiraal  Wilfried  Van der Rijst  Roeland  Van Schooten  Erik 《International Journal for Educational and Vocational Guidance》2020,20(2):375-410

International Journal for Educational and Vocational Guidance - Vocational identity is a prerequisite for enhancing societal inclusion of at-risk emerging adults. School curricula and rebound...  相似文献