Get an Apprenticeship before School Is Out: How German Adolescents Adjust Vocational Aspirations When Getting Close to a Developmental Deadline

By J. Heckhausen, Martin J. Tomasik. 2002

209 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2b23217477b93eee1c317a30ee98865f78a6feb1

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Citations in the corpus

Longitudinal links between career adaptability and academic achievement in adolescence (2016, background): “As youth spend increasingly longer time in the educational system, their career goals become closely intertwined with their educational goals (Heckhausen & Tomasik, 2002; Negru, 2012; Negru, Pop, & Opre, 2013).”
The Relationship Between Career Variables and Occupational Aspirations and Expectations for Australian High School Adolescents (2007, unknown): “In related research, Heckhausen and Tomasik (2002) established that German adolescents adjusted their occupational aspirations as they approached the “deadline” of Grade 10, when students would actively apply for apprenticeship training.”
What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors (2006, methodology): “This scheme was based on previous research on German adults and adolescents (Heckhausen, 1997; Heckhausen and Tomasik, 2002) and adjusted to accommodate this study based on a random sample of 50 participants’ life goals.”
Learning for Jobs OECD Reviews of Vocational Education and Training (2008, background): “But a German study (Heckhausen and Tomasik, 2002) found that information on labour market prospects can constructively change how students view their “dream job”.”
A Motivational Theory of Life-Span Development (2010, background): “…their current control potential in specific domains, as, for example, when German high-school graduates apply to vocational training positions (J. Heckhausen & Tomasik, 2002; Nagy, Kõller, & Heckhausen, 2005), American high-school seniors express more certainty about educational and vocational…”
Career Aspirations and Expectations of College Students (2009, background): “Career expectations may be more closely related to ultimate career choice and attainment because they represent career pursuits that an individual considers realistic and accessible (Armstrong & Crombie, 2000; Heckausen & Tomasik, 2002; Hellenga, Aber, & Rhodes, 2002; Rojewski, 2005).”
The Career Engagement Scale (2014, background): “As shown, the level of career engagement in the sample increases over the course of 6 months, which can be explained by the effect of getting closer to the developmental deadline of graduation (Heckhausen & Tomasik, 2002).”
Seeing and mastering difficulty: The role of affective change in achievement flow (2010, methodology): “For example, adolescents high in achievement motive (calculated across the four approach components) were significantly more efficient in applying for an apprenticeship than adolescents low in achievement motive because their aspired positions matched their level of qualification (Heckhausen & Tomas”
Personal Goals During Emerging Adulthood (2007, background): “It was assumed in this study that age should strengthen the normative pressure to deal with major age-graded role transitions, such as getting married and having a child, because the proximity to these transitions decreases with age (Heckhausen & Tomasik, 2002).”
Wishing to work: New perspectives on how adolescents’ part-time work intensity is linked to educational disengagement, substance use, and other problem behaviours (2003, background): “Although several researchers have investigated work values (e.g., Vondracek, Shimizu, Schulenberg, & Hostetler, 1990), apprenticeships (e.g., Heckhausen & Tomasik, 2002), adolescents’ perceptions of parttime work (e.g., McKechnie, Lindsay, Hobbs, & Lavalette, 1996), and the school-to-work…”