The decision‑making of students in post‑compulsory education: influence of personal, academic, family and socioeconomic dimensions on the choice of Vocational Education and Training
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2024
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Springer Nature
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Belando-Montoro, M.R., Fernández-Salinero, C., Virgós-Sánchez, M. & Naranjo-Crespo, M. (2025) The decision-making of students in post-compulsory education: influence of personal, academic, family, and socioeconomic dimensions on the choice of Vocational Education and Training. Qual Quant 59, 1739–1766. https://doi.org/10.1007/s11135-024-02026-1
Abstract
This article is a response to the absence of multidimensional research into the decisionmaking of students in their choice of post-compulsory education. The aim is to analyse the personal, academic, family, and socioeconomic dimensions which influence the choices of students in the final (4th) year of Compulsory Secondary Education in Spain, specifically of Vocational Education and Training (VET). A multidimensional, 360-degree study was conducted, using a mixed, concurrent methodology (QUALITATIVE+quantitative) which permitted the triangulation and complementing of the resulting data. A total of 14 discussion groups were formed, 8 with students and 6 with the families of students in the 4th year of Compulsory Secondary Education from public schools in four Autonomous Communities in Spain. A questionnaire was also conducted with a sample of 731 educators (tutors and guidance councillors) teaching 4th year students in Compulsory Secondary Education in these Communities. These four dimensions are closely interlinked, as revealed by an analysis of the discourses of families and students, the results of the teacher surveys, and consideration of documentation from national and European institutions specialised in this area. The conclusions of the study highlight the implications of educational policies and practices and the need for action plans which meet the requirements of students and their families for information, regarding both academic and professional opportunities, responding to their socioeconomic circumstances as well as the changing perception of VET as “remedial” compared to the more “development oriented” Baccalaureate.
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Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This publication is part of the i+D+i Project—PID2020-112842RB-100 funded by the Spanish Ministry of Science and Innovation.
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