A grounded theory study on motivational development after detours in young adulthood: How extra-vocational training affects aspirations

Monique Landberg and Peter Noack

International Journal for Research in Vocational Education and Training (IJRVET), 2022, vol. 9, issue 1, 66-91

Abstract: Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Keywords: Access to Education; At-Risk Youth; Apprentice; Career Pattern; Educationally Disadvantaged Youth; Vocational Education and Training; VET (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:ijrvet:254311

DOI: 10.13152/IJRVET.9.1.4

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International Journal for Research in Vocational Education and Training (IJRVET) is currently edited by Karen Evans, Michael Gessler, Johanna Lasonen, Margaret Malloch, and Martin Mulder

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