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Aneignung beruflicher Kompetenz - interessengeleitet oder leistungsmotiviert?

Appropriation of occupational competence - derived from interests or performance-motivated?
[research report]

Rosendahl, Johannes
Straka, Gerald A.

Corporate Editor
Universität Bremen, Institut Technik und Bildung (ITB)

Abstract

"Aufgabe von Betrieb und Schule in der dualen Berufsausbildung ist es, die Kompetenzentwicklung der Auszubildenden zu fördern (KMK 1996). Entsprechend arrangierte Bedingungen an den Ausbildungsorten kommen allerdings nur zum Tragen, wenn seitens der Lernenden geeignete motivationale Orientierungen v... view more

"Aufgabe von Betrieb und Schule in der dualen Berufsausbildung ist es, die Kompetenzentwicklung der Auszubildenden zu fördern (KMK 1996). Entsprechend arrangierte Bedingungen an den Ausbildungsorten kommen allerdings nur zum Tragen, wenn seitens der Lernenden geeignete motivationale Orientierungen vorliegen. Sie werden in dieser Studie durch die Konzepte Leistungsmotivation (Heckhausen 1969), Interesse (Krapp & Prenzel 1992) und Selbstbestimmung (Deci & Ryan 1993) konkretisiert und hinsichtlich ihrer Effekte auf bankwirtschaftliche Kompetenz differentiell überprüft. Weiterhin werden die Zusammenhänge ausgewählter Ausbildungsbedingungen, wie erlebte Autonomie am Arbeitsplatz oder Lehrqualität in der Berufsschule, auf die motivationalen Orientierungen untersucht. Es zeigt sich, dass sie unterschiedlich, aber tendenziell niedrig ausfallen. Die Analyse von Partialkorrelationen ergibt, dass die aufgebaute bankwirtschaftliche Kompetenz vornehmlich leistungsmotivational bedingt zu sein scheint. Demgegenüber wird durch Interesse und verschiedene Formen selbstbestimmter Motivation keine zusätzliche Varianz aufgeklärt." (Autorenreferat)... view less


"In dual education and training the aims of school and company are to support the apprentices' competence development (KMK 1996). However, specific arrangements of training conditions in both venues may only have effects if there exist relevant motivational orientations on behalf of the learners. Th... view more

"In dual education and training the aims of school and company are to support the apprentices' competence development (KMK 1996). However, specific arrangements of training conditions in both venues may only have effects if there exist relevant motivational orientations on behalf of the learners. They are introduced with the concepts of achievement motivation (Heckhausen 1969), interest (Krapp & Prenzel 1992) and selfdetermination (Deci & Ryan 1993). Their potential effects on economic competence in the domain of banking are tested differentially. Additionally the relation of selected educational and training conditions like experience of autonomy and instructional quality on the motivational orientations are investigated. These motivational orientations show that the correlations are variable and low by tendency. Partial correlations indicate that the economic competence in the domain of banking is after all related to achievement motivation. Interest and selected types of self-determination contribute no significant additional variance explanation." (author's abstract)... view less

Keywords
vocational education; dual system; qualification; development; determinants; occupation; learning; motivation; achievement; self-determination; vocational training situation; training; quality; part-time vocational school; firm training apprentices; banking; bank clerk; educational setting; firm; school; interest; capacity to act; apprentice; Federal Republic of Germany

Classification
Vocational Training, Adult Education
Occupational Research, Occupational Sociology

Method
empirical

Document language
German

Publication Year
2007

City
Bremen

Page/Pages
17 p.

Series
ITB-Forschungsberichte, 24

ISSN
1610-0875

Status
Published Version; reviewed

Licence
Deposit Licence - No Redistribution, No Modifications

Data providerThis metadata entry was indexed by the Special Subject Collection Social Sciences, USB Cologne


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© 2007 - 2025 Social Science Open Access Repository (SSOAR).
Based on DSpace, Copyright (c) 2002-2022, DuraSpace. All rights reserved.