{"id":{"repo_id":"middlesex","oai_identifier":"oai:repository.mdx.ac.uk:18q29q"},"canonical_url":"https://search.dev.ndltd.org/etd/middlesex/oai:repository.mdx.ac.uk:18q29q","repository":{"repo_id":"middlesex","name":"Middlesex University","base_url":"https://repository.mdx.ac.uk/oai2"},"display":{"title":"Die Entwicklung eines sozial-kognitiven Lernmodells zur Verbesserung der Schlüsselkompetenzen von Auszubildenden in der Kraftfahrzeugtechnik in Wien","abstract":"The automotive technician profession, known as \"KFZ-TechnikerIn\" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. Additionally, it suggests that preventing the exploitation of apprentices as low-cost labor could positively influence their performance in the LAP.","abstract_html":"The automotive technician profession, known as "KFZ-TechnikerIn" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. Additionally, it suggests that preventing the exploitation of apprentices as low-cost labor could positively influence their performance in the LAP.","abstract_has_math":false,"creators":["Krebich, W."],"institution":"Middlesex University / KMU Akademie & Management AG","degree_name":null,"degree_level":"DBA thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T03:03:33Z","subjects":["automotive engineering apprenticeship final examination","completion rate","career choice motives","automotive engineering apprentices","failure","social-cognitive learning theory","learning competencies","dual vocational training","self-efficacy","basic key competencies","shortage of skilled labor"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:repository.mdx.ac.uk:18q29q"],"render_values":[{"text":"oai:repository.mdx.ac.uk:18q29q","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Krebich, W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Middlesex University Research Repository"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Business School","Business and Law"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Middlesex University / KMU Akademie & Management AG"]},{"key":"dc:relation","label":"Dc Relation","values":["https://repository.mdx.ac.uk/item/18q29q"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.mdx.ac.uk/item/18q29q"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["DBA thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["automotive engineering apprenticeship final examination","completion rate","career choice motives","automotive engineering apprentices","failure","social-cognitive learning theory","learning competencies","dual vocational training","self-efficacy","basic key competencies","shortage of skilled labor"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:repository.mdx.ac.uk:18q29q"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.mdx.ac.uk/download/fe95cb82f0b2cfb734b3bbeb1ae522f3feee012e34c709d72fc374725b937009/6607405/WKrebich%20thesis.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The automotive technician profession, known as \"KFZ-TechnikerIn\" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. Additionally, it suggests that preventing the exploitation of apprentices as low-cost labor could positively influence their performance in the LAP."]},{"key":"dc:description.abstract","label":"Abstract","values":["The automotive technician profession, known as \"KFZ-TechnikerIn\" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. Additionally, it suggests that preventing the exploitation of apprentices as low-cost labor could positively influence their performance in the LAP."]},{"key":"dc:title","label":"Title","values":["Die Entwicklung eines sozial-kognitiven Lernmodells zur Verbesserung der Schlüsselkompetenzen von Auszubildenden in der Kraftfahrzeugtechnik in Wien"]}]}],"canonical_facts":{"dc:creator":["Krebich, W."],"dc:date":["2024"],"dc:date.issued":["2024"],"dc:description":["The automotive technician profession, known as \"KFZ-TechnikerIn\" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. Additionally, it suggests that preventing the exploitation of apprentices as low-cost labor could positively influence their performance in the LAP."],"dc:description.abstract":["The automotive technician profession, known as \"KFZ-TechnikerIn\" in Vienna, garners significant interest among the city's youth. In 2022, over 400 young individuals embarked on dual apprenticeship training, encompassing both company training and part-time vocational schooling. However, a concerning trend is observed wherein approximately 30% of apprentices fail to pass the final apprenticeship examination (LAP) in automotive technology in Vienna. The repercussions of failing the LAP are profound, including delayed salary increments and psychological impacts, particularly in the realm of self-efficacy perceptions. This doctoral thesis aims to dissect the underlying causes of this high failure rate. It introduces a novel social-cognitive loop model, grounded in Vygotsky's social-cognitive learning theory. The research methodology employs a dual approach: a quantitative survey of 149 students assessing their current status, acquisition, and enhancement of four pivotal motor vehicle skills, alongside a qualitative exploration through guided interviews with ten vocational school teachers specializing in automotive technology in Vienna. The students' self-reported data are succinctly presented and subjected to both bivariate and multivariate analyses to test hypotheses derived from research literature. The teachers' interview transcripts are processed using computer-assisted qualitative content analysis. The findings from these empirical studies are triangulated, synthesizing insights from both quantitative and qualitative data. The thesis culminates in proposing design recommendations targeting four key areas: Firstly, addressing reading and writing literacy deficiencies in compulsory education; secondly, disbanding groups of demotivated students; thirdly, enhancing teacher awareness of social-cognitive learning dynamics, with emphasis on the influential role of practice teachers; and fourthly, improving the training quality within companies, aligned with apprenticeship contract stipulations. 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