The Development of Informal Competences Between the End of Compulsory School and Early Adulthood

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2022-07-01 DOI:10.2478/sjs-2022-0016

Ariane Basler, Irene Kriesi

引用次数: 0

Abstract

Abstract This study investigates whether the informal competencies effort, exertion, perseverance and volition develop differently among youth who enter firm- or school-based vocational education and training or general education tracks, which offer distinct socialisation environments. The results show that the analysed competencies increase considerably after entry into vocational education and training. Young people in general education show a delayed development and only increase their informal competencies after the age of 18 years.

查看原文本刊更多论文

义务教育结束至成年早期非正式能力的发展

摘要本研究调查了进入企业或学校职业教育和培训或普通教育轨道的年轻人的非正式能力努力、努力、毅力和意志发展是否不同，这些轨道提供了不同的社会化环境。结果表明，进入职业教育和培训后，所分析的能力显著提高。接受普通教育的年轻人发展迟缓，18岁以后他们的非正式能力才有所提高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.