The role of academic self-concepts for the choice of realistic occupations in (trial) apprenticeships

Abstract

This study examines the extent to which academic self-concepts (ASC) of female adolescents in German and mathematics predict the level of realistic requirements in apprenticeships. It further investigates mediating effects of realistic requirements in trial apprenticeships. With data from 526 female and 677 male adolescents in 7th and 9th grade, a structural equation modelling with group comparison by gender was computed. Overall, no significant gender differences were found. The ASC of female adolescents in German had no influence on the extent of realistic requirements in apprenticeships. There was a total effect for female adolescents’ ASC in mathematics. However, there was no direct or indirect effect. Implications are discussed.