Motivation des élèves fréquentant la filière maturité professionnelle post-apprentissage 2003

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

与学生动机领域已有的大量研究成果相比，针对学徒学习与工作动机的研究却寥寥无几。然而，仅学徒培训期间不断攀升的辍学率与职业方向转变案例，便足以证明对该议题开展系统性学术研究的必要性。本项目的总体目标是，探究各类制度变量与心理变量在多大程度上影响学徒在三类学习维度——职业导向课程、通识文化学习、实训合作企业（host company）实践——中的动机演变轨迹。
在制度变量方面，本研究考察了三类因素对动机的影响：培养路径类型（学徒制（apprenticeship）或职业成熟度培养）、职业选择的决定因素（已获得的学徒岗位与理想职业的匹配程度），以及培训阶段（学徒培训的第一、第二或最后一年）。至于心理变量，本研究纳入了个人志向属性、职业身份建构，以及学徒所处的社会关系氛围感知。本研究旨在达成两大目标：其一，为研究领域内仍未得到充分关注的群体——瑞士特色双元制培训（dual training）体系，该体系在瑞士境外鲜有落地——提供研究支撑；其二，为职业培训政策的优化反思提供重要参考依据。
本研究由五个核心研究问题引导：
1. 基础职业培训期间，学徒的动机将如何演变？
2. 学徒动机与三类活动领域——职业导向课程、通识文化学习及实训合作企业实践——存在何种关联？
3. 所选择的培养路径类型（学徒制或职业成熟度培养）对动机存在何种影响？
4. 自愿或被迫选择某一行业及/或职业，是否会对动机产生影响？
5. 针对职业青少年群体，动机变量与其他认知与情感变量（尤其是身份认同、志向与职业规划、职业认知与职业培训认知、工作环境感知）存在何种关联？