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International Journal for Educational and Vocational Guidance

Published in:

01-03-2013

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

Authors: Frans Meijers, Marinka Kuijpers, Chad Gundy

Published in: International Journal for Educational and Vocational Guidance | Issue 1/2013

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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.

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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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Title: The relationship between career competencies, career identity, motivation and quality of choice
Authors: Frans Meijers
Marinka Kuijpers
Chad Gundy
Publication date: 01-03-2013
Publisher: Springer Netherlands
Published in: International Journal for Educational and Vocational Guidance / Issue 1/2013
Print ISSN: 1873-0388
Electronic ISSN: 1573-1782
DOI: https://doi.org/10.1007/s10775-012-9237-4

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