Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

尽管学徒制缓解了年轻人从学校到工作的过渡，但许多学徒认真考虑辍学。虽然与未完成学业相关，但辍学考虑因素本身就很重要，因为它们反映了学徒经历的负面质量，并可能影响学徒的学习和参与质量。很少有研究使用全面的理论框架来解决学徒辍学的问题。为了解决这一差距，本研究以期望值理论（EVT）和工作需求资源（JD-R）模型为基础，研究了学徒的兴趣和焦虑增长轨迹如何预测辍学考虑因素以及与感知资源和需求的相关性。采用加速纵向设计，每隔 6 个月对澳大利亚学徒（N  = 2387）进行一次调查，调查内容包括他们的工作兴趣和焦虑、工作相关资源（榜样、选择时机、雇主教学、专业知识、工作保障和培训工资） ）和要求（缺乏信息、职业犹豫不决和过度工作）。结构方程模型框架内的潜在增长模型（LGM）显示，学徒们一开始兴趣很高，但随着时间的推移而下降，焦虑程度较低，在第一年下半年直至第二年年底有所增加。学徒的辍学考虑是通过最初的兴趣和焦虑水平（在学徒期开始时）以及学徒期期间的兴趣损失（但不是通过焦虑的增加）来预测的。兴趣和焦虑轨迹的差异几乎有一半是由学徒感知到的资源和需求来解释的：资源对促进兴趣的影响大于减少焦虑，而需求对加剧焦虑的影响更大。