Vocational schools are the backbone of Germany's dual training system and it is expected that students in such schools have successfully mastered their first career-related decision. However, previous research suggests that attending a vocational school is often based more on practical considerations than on an informed careerdecision making process. Therefore, questions arise about the state of vocational students' career competences and how to support their development on an individual basis. This study aims to shed light on the developmental patterns of students' career competences at German vocational schools. Latent profile analysis of career competence was therefore conducted with data from vocational school students (N = 453). Data collection took place in 2017 in four vocational schools in North Rhine-Westphalia. The participants were on average 18.20 years old (SD = 1.65), and 48% of them were female. Using a standardized questionnaire, they self-assessed 12 facets of their career competences. The results showed 3 profile groups that followed a similar pattern regarding the 12 career competence facets. They mainly differed in their overall career competence level: low developed, intermediate and advanced. Furthermore, a fourth profile that diverged from the three other profiles in terms of career pattern was identified: highly concerned/little-stress-resistant. A multivariate analysis of variance revealed statistical differences among these profile groups in the 12 career competence facets. Multinomial logistic regressions showed significant effects from gender and concrete career aspirations on profile affiliation. Limitations of the study, practical implications, and issues for future research are discussed.
Studie prezentuje dílčí výsledky výzkumného projektu sledujícího recepci poezie u žáků základních a středních škol. Představujeme výzkum recepce vybraných básnických textů žáky středního odborného učiliště. Sledujeme, zda je výzkumná metoda, založená na bázi sémantického diferenciálu, zkonstruovaná primárně pro měření čtenářských prožitků gymnazistů, schopna zachytit čtenářské prožitky i těchto respondentů. Získané výsledky srovnáváme s výsledky gymnazistů získanými v dřívějším výzkumu. Výsledky ukazují, že metodu sémantického diferenciálu je možno využít i při měření čtenářských prožitků žáků středního odborného učiliště. Faktorová analýza prokázala dostatečnou nasycenost jednotlivých škál příslušnými faktory. Zároveň se prokázalo, že žáci středního odborného učiliště jsou při dostatečné motivaci schopni samostatně číst poezii a zaznamenávat své čtenářské prožitky, přitom velmi záleží na jejich motivaci, na výběru vhodných textů a volbě odpovídajících vyučovacích metod. and The study presents partial results of a research project which monitors the reception of poetry by primary and secondary school students. We introduce a research of the reception of poems by selected students of a vocational school. We would like to find out whether a research method, which is based on a semantic differential and designed primarily to measure reading experiences of grammar school students, is able to capture the reader's experiences of the concerned respondents, too. We compare the results with the results of grammar school students obtained in a previous research. The results show that the semantic differential method can also be used to measure reading experiences of students of vocational schools. Factor analysis showed sufficient saturation of particular scales by relevant factors. It was also revealed that vocational school students are able to read poetry independently and record their reading experiences when sufficiently motivated. It very much depends on their motivation, a selection of appropriate texts, and choice of appropriate teaching methods.