ABSTRACT Motivated students have been shown to persist longer in post-secondary education. As a multidimensional psychological construct, motivation is shaped by within- and between-person perceptions of context. Empirical measures of distinct workplace and trade school subjective task values (STVs) were examined, and their predictions of apprentices’ planned apprenticeship persistence and intentions to leave the occupation. Further, these STVs (i.e., workplace/trade school intrinsic, importance, utility and emotional cost) were explored for predictive differences across licenced and unlicensed trade apprentices. Among a representative Australian sample of 2,069 trade apprentices, STVs discriminated across learning contexts (trade school vs workplace) and between occupations (licenced vs unlicensed apprenticeships). Workplace STVs had a greater impact on both planned study persistence and occupational departure intentions, while also diminishing the effect of trade school STVs on the same outcomes due to apprentices’ internal comparison of STVs across learning contexts. Findings highlight the need for employer training and regulating who should employ an apprentice to ensure apprentices are afforded workplace training in a manner that maintains interest and reduces anxiety. Other findings present the roles and practical implications of within- and between-person contextualised motivation in explaining study and occupational planned persistence.

中文翻译：

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积极的学徒：工作场所和贸易学校的价值

摘要研究表明，有动机的学生在大专教育中的学习时间更长。作为多维的心理建构，动机是由人与人之间对上下文的感知所塑造的。检查了不同工作场所和贸易学校主观任务价值（STV）的经验测度，并预测了学徒计划学徒持续性和离开职业的意图。此外，还对这些STV（即，工作场所/贸易学校的内在，重要性，效用和情感成本）进行了研究，以了解持牌和无牌贸易学徒之间的预测差异。在具有代表性的2,069名澳大利亚学徒的样本中，STV区分了学习环境（贸易学校与工作场所）和职业之间（有执照的与无执照的学徒）。工作场所的STV对计划的学习持久性和职业离职意图都有较大的影响，同时由于学徒在学习环境中对STV进行内部比较，因此也减少了商学院STV对相同结果的影响。调查结果突出显示了对雇主进行培训的必要性，并规定了谁应该雇用学徒，以确保以保持兴趣和减少焦虑的方式为学徒提供学徒培训。其他发现表明人际关系和人际关系动机在解释学习和职业计划持久性方面的作用和实际意义。同时由于学徒在学习环境中对STV进行内部比较，还减少了贸易学校STV对相同结果的影响。调查结果突出显示了对雇主进行培训的必要性，并规定了谁应该雇用学徒，以确保以保持兴趣和减少焦虑的方式为学徒提供学徒培训。其他发现表明人际关系和人际关系动机在解释学习和职业计划持久性方面的作用和实际意义。同时由于学徒在学习环境中对STV进行内部比较，还减少了贸易学校STV对相同结果的影响。调查结果突出显示了对雇主进行培训的必要性，并规定了谁应该雇用学徒，以确保以保持兴趣和减少焦虑的方式为学徒提供学徒培训。其他发现表明人际关系和人际关系动机在解释学习和职业计划持久性方面的作用和实际意义。