The Relationship between vocational expectations and school adjustment in initial vocational training

Abstract

<p>Context: Choosing a future profession during middle and later adolescence is a crucial task for young people. However, observational data indicate that many students in initial vocational education make hasty decisions regarding their study programs, often focusing solely on short term career goals. For several years, vocational training institutions in Lithuania have experi enced a significant dropout rate, with about one-fifth of students leaving each year. Researchers suggest that these withdrawals are often linked to poor decision-making regarding vocational career prospects and to difficulties in adapting to a new educational institution. It was found that institutional adjustment is a strong predictor of whether learners remain enrolled or drop out. Consequently, this paper examines the issues of vocational expectations and adaptation within vocational training institutions, considering factors such as gender and age group. Approach: A comparative-correlational study was conducted involving 377 students from 29 VET institutions across the country. The study compared the vocational expectations and ad justments of two groups of initial vocational education students: those who completed 10th grade and those who completed 12th grade, as well as males and females. The research sought to identify correlations between these variables. Findings: The descriptive statistics revealed relatively high vocational expectations and good adaptation within the school environment. Parametric statistical methods indicated a moder ately strong positive correlation between vocational expectations and adjustment in vocational education and training institutions, as well as some noticeable differences based on gender and age. Significant gender differences were found: females reported higher vocational expecta tions and demonstrated better academic adjustment in vocational schools. The study also con firmed that older students (post-grade 12) have higher professional expectations than their younger counterparts in primary vocational education (post-grade 10). This aligns with their superior personal, emotional, and institutional adaptation. In contrast, the data showed that younger students in primary VET have lower vocational expectations and poorer school adap tation. Conclusions: More investigation is needed to determine whether students with lower vocational expectations enter VET without clear, defined goals or if their expectations change throughout their education. Practical recommendations underline the importance of taking care of the wellbeing of younger trainees, providing timely and targeted information and addressing other aspects that lead to the development of adequate expectations, which may also determine vocational adjustment.</p>