The development of traits of self-regulation in vocational education and training – A Longitudinal Study

In this paper we provide reliability and validity data on the German language version of the Trait-Self-Regulation Questionnaire and report on the use of self-regulation as an outcome variable in training. The notion of self-regulation defines a comprehensive field of research and of theory development within educational psychology (Bandura; Deci & Ryan). A major area of interest is self-directed learning (Simons; Boekarts). The focus of this paper is on the development of traits of self-regulation within vocational education and training (VET). This perspective is in accordance with the general objective of VET within the German speaking world. In Germany, it is addressed by means of the phrase 'training for the ability of self-directed planning, regulation and evaluation of vocational performance'. In Switzerland the notion of the 'life-time entrepreneur' is discussed. In order to foster related abilities useful on the job site, specific vocational training programs were implemented in a training center in Switzerland. One of such approaches is under evaluation in this longitudinal study. From 1999 to 2003, a cohort of more than 100 apprentices has been monitored in respect to the development of vocational skills and traits. One of the trait instruments used is a German language version (Breuer) of the Trait Self-Regulation-Questionnaire (TSRQ). The English version of this questionnaire is documented by O'Neil and Herl (1998) and Hong, O'Neil, and Feldon (in press). The instrument covers four aspects of self-regulation: planning, self-monitoring, effort and self-efficacy. Data have been collected over 5 points of measurement covering the full apprenticeship program of 4 years. The focus of the data analysis is on the development of the traits over time. Results indicate support for the factor structure of the questionnaire, sufficient internal consistency, and differential effects of training for subgroups among the trainees. As to our knowledge there is no other data set that has been published for vocational education and training using such approaches to both measure self-regulation in the German dual vocational system of training and attempt to train it in realistic, applied settings. 1.1 Constructs of self-regulation The competence of self-regulation has become an objective for academic learning throughout western societies. Zimmermann (2000, 221) as well as Weinert (1996) have stressed the importance of self-regulatory processes for both learning and achievement. In reference to Zimmermann individuals are capable of self-regulation, when they are able to participate in their personal activities in respect to their meta-cognition, their motivation, and …