Journal articles: 'Swiss school'

1

Meuli, Kaspar. "Swiss NCCR Summer School." PAGES news 10, no. 3 (December 2002): 27. http://dx.doi.org/10.22498/pages.10.3.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hascher, Tina, and Gerda Hagenauer. "Swiss adolescents’ well-being in school." Swiss Journal of Educational Research 42, no. 2 (October 14, 2020): 367–90. http://dx.doi.org/10.24452/sjer.42.2.5.

Full text

Abstract:

Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: Swiss secondary students report positive attitudes, a good academic self-concept, low physical complaints and low social problems, but also a lack of enjoyment and a prevalence for worries in school. Significant differences across gender, region, migration background, and attended school type as well as associations between well-being in school and school reluctance and truancy were found.

APA, Harvard, Vancouver, ISO, and other styles

3

Grgić, Marina, and Michelle Jutzi. "Linking School Culture to Successful Curriculum Reform." Education Sciences 14, no. 6 (May 23, 2024): 558. http://dx.doi.org/10.3390/educsci14060558.

Full text

Abstract:

This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.

APA, Harvard, Vancouver, ISO, and other styles

4

Howe, Sondra Wieland. "Swiss-German Music Books in the Mason-McConathy Collection: Accounts from Europe to the United States." Journal of Research in Music Education 48, no. 1 (April 2000): 26–38. http://dx.doi.org/10.2307/3345454.

Full text

Abstract:

This article describes an examination of the Swiss-German music books in the Luther Whiting Mason—Osbourne McConathy Collection, undertaken to learn about music education in nineteenth-century Switzerland and its influence on American music education. Pfeiffer and Nägeli introduced Pestalozzi's ideas to Swiss schools, teaching the elements of music separately and introducing sounds before symbols. Swiss educators in the mid-1800s published numerous songbooks and teachers' manuals for an expanding school system. Foreign travelers praised the teaching of Schäublin in Basel. In Zurich, a cultural center with choruses for men and women, music directors continued to produce materials for schools and community choruses in the 1800s. Because travelers like Luther Whiting Mason purchased these books, Swiss ideas on music education spread to other European countries and the United States.

APA, Harvard, Vancouver, ISO, and other styles

5

Scalici, Francesca, and Peter J. Schulz. "School policies and smoking intention in a Swiss sample of adolescents." Health Promotion International 35, no. 5 (September 20, 2019): 1005–14. http://dx.doi.org/10.1093/heapro/daz095.

Full text

Abstract:

Abstract The majority of today’s adult smokers took up the habit during adolescence. The school community and the rules it imposes are important factors that can influence adolescents’ smoking intention and behaviour. Research on the effect of school tobacco policies on adolescents’ smoking concludes with mixed results. Our study aims to look at the influence of these policies on the intention to smoke and to know if this relation is mediated by individual and environmental factors. The study includes information on social norms, attitude towards smoking and smoking intention from 4515 students of 32 Ticino middle schools and on the tobacco policy implemented in this school. Linear regression indicates a marginal impact of school policy on intention to smoke. Schools that strongly enforce tobacco policy obtain an increase in their students’ intention to smoke, while schools that implement assistance programmes to overcome tobacco use decrease intention to smoke. Mediation models show that the influence of some of tobacco policy dimensions on the intention to smoke is mediated by personal attitudes towards smoking, beliefs about health consequences of smoking and perceived peers smoking. Increasing visibility of tobacco policies and having tobacco prevention programmes have stronger positive effects on smoking intention than other policy dimensions, but only through the mediation of individual and environmental factors.

APA, Harvard, Vancouver, ISO, and other styles

6

Cristovão, Vera Lúcia Lopes, and Natasha Artemeva. "Towads a hybrid approach to genre teaching: comparing the swiss and brazilian schools of socio-discursive interactionism and rhetorical genre studies." Diálogo das Letras 7, no. 2 (October 19, 2018): 101–20. http://dx.doi.org/10.22297/dl.v7i2.3208.

Full text

Abstract:

Theoretical foundations of the Swiss School of Socio-Discursive Interactionism (SDI), North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI are reviewed, compared, and contrasted, and the similarities and differences in their key features and perspectives on genre analysis and pedagogy are discussed. The Brazilian School of SDI is identified as an expansion of Swiss SDI. The reviewed approaches are shown to be somewhat complementary. The recommendations are made for the future hybrid use of the Brazilian School of SDI and RGS in pedagogical applications.

APA, Harvard, Vancouver, ISO, and other styles

7

Arrausi, Juan Jesús. "The Swiss school of design, origins and influences." grafica 4, no. 7 (January 11, 2016): 31. http://dx.doi.org/10.5565/rev/grafica.40.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lüthi, Hans P., Marie Francine Lagadec, Lauren Gamp, Céline Wittwer, Bill Morandi, and Jérome Waser. "Swiss Summer School 2021: Catalysis and Sustainable Chemistry." CHIMIA 75, no. 12 (December 9, 2021): 1071. http://dx.doi.org/10.2533/chimia.2021.1071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Maurice, John. "Profile: Swiss School of Public Health, Zurich, Switzerland." Lancet 389, no. 10065 (January 2017): 144. http://dx.doi.org/10.1016/s0140-6736(17)30080-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Künzli, Nino, Luca Crivelli, Dominique Sprumont, and Sandra Nocera. "Does the Swiss School of Public Health exist?" International Journal of Public Health 60, no. 8 (November 3, 2015): 873–75. http://dx.doi.org/10.1007/s00038-015-0757-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Lindemann-Matthies, Petra, and Sarah Knecht. "Swiss Elementary School Teachers’ Attitudes Toward Forest Education." Journal of Environmental Education 42, no. 3 (March 16, 2011): 152–67. http://dx.doi.org/10.1080/00958964.2010.523737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Quesel, Carsten, Jasmin Näpfli, and Patricia A. Buser. "Principals’ Views on Civic and Parental Participation in School Governance in Switzerland." Educational Administration Quarterly 53, no. 4 (March 13, 2017): 585–615. http://dx.doi.org/10.1177/0013161x17698016.

Full text

Abstract:

Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by structural equation modelling. Findings: The views of principals concerning lay participation in school governance reveal a multifaceted picture. Principals affirm lay participation on the levels of the right to be informed, the right to be heard, and the right to volunteer; they regard with skepticism the authority of lay participants to make decisions. Implications for Research and Practice: Principals tend to insist on professional discretion and opt against the blurring of boundaries between schools and their social environment. This implies the self-justification of professional leadership. That such self-justification does not derive from a neutral perspective, but is an expression of stakeholder interests, has to be taken into account.

APA, Harvard, Vancouver, ISO, and other styles

13

Echsel, Angelika, Lee Price, Staffan Josephsson, and Christina Schulze. "“Together on the Way”: Occupational Therapy in Mainstream Education—A Narrative Study of Emerging Practice in Switzerland." Occupational Therapy International 2019 (April 30, 2019): 1–10. http://dx.doi.org/10.1155/2019/7464607.

Full text

Abstract:

In Switzerland, recent changes in legislation have reformed special needs education; more children with special needs are now integrated into mainstream schools. Health professionals such as occupational therapists are not embedded in the Swiss education system, but pediatric occupational therapists are starting to work at schools, with the aim of enabling children’s full participation as school students. This is bringing a change to the practice of pediatric occupational therapists. Cultural, political, and social factors differ in many ways from those of other countries where most of the current research on pediatric occupational therapists in mainstream education has been conducted. The need for school-based research that is situated within the political, structural, and cultural context of a country has been stressed in different studies. This qualitative study employed narrative analysis to explore the practice experiences and clinical reasoning of Swiss pediatric occupational therapists when working with children with special needs in the school context. Three main themes were identified in the narratives: “bringing in an occupational therapy perspective,” “focusing on school-related occupations,” and “collaborating with different inclusion players.” These represent three different aspects of the therapists’ emerging practice. The participants highlight different approaches for children with special needs to enable their participation in everyday life at school through learning, playing, and being with their peers. The findings are discussed in relation to current international research and with respect to European countries with a similar political and structural context, thus complementing approaches to school-based occupational therapy.

APA, Harvard, Vancouver, ISO, and other styles

14

Chiapparini, Emanuela, Andrea Scholian, Patricia Schuler, and Christa Kappler. "All-Day Schools and Social Work: A Swiss Case Study." International Journal for Research on Extended Education 7, no. 1-2019 (October 22, 2019): 60–68. http://dx.doi.org/10.3224/ijree.v7i1.05.

Full text

Abstract:

All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland’s largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community.

APA, Harvard, Vancouver, ISO, and other styles

15

Newmeyer, Frederick J. "American Linguists Look at Swiss Linguistics, 1925–1940." Historiographia Linguistica 42, no. 1 (May 26, 2015): 107–18. http://dx.doi.org/10.1075/hl.42.1.06new.

Full text

Abstract:

Summary Swiss linguistic research did not have a major impact on American linguistics in the inter-war period. Nevertheless, there was a perhaps surprising awareness of the results of Swiss scholars among American linguists active in that period. This paper documents both their numerous references to the work of the linguists of the Geneva School as well as the recognition given to Swiss scholars in general by the Linguistic Society of America.

APA, Harvard, Vancouver, ISO, and other styles

16

FILIPPINI, Massimo, Giuliano MASIERO, and Diego MEDICI. "THE DEMAND FOR SCHOOL MEAL SERVICES BY SWISS HOUSEHOLDS*." Annals of Public and Cooperative Economics 85, no. 3 (August 8, 2014): 475–95. http://dx.doi.org/10.1111/apce.12040.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Schwenzer, Ingeborg, and Ulrike Kessler. "Den Lernprozess beflügeln. Werkstattbericht der Swiss International Law School." Zeitschrift für Didaktik der Rechtswissenschaft 5, no. 1 (2018): 88–95. http://dx.doi.org/10.5771/2196-7261-2018-1-88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Künzli, Nino, Luca Crivelli, Dominique Sprumont, and Sandra Nocera. "La Swiss School of Public Health existe-t-elle ?" Revue Médicale Suisse 12, no. 524 (2016): 1248–49. http://dx.doi.org/10.53738/revmed.2016.12.524.1248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Buechel, Laura, and Karine Lichtenauer. "General Considerations for Foreign Language Instruction with Museum Visits." Babylonia Journal of Language Education 3 (September 10, 2023): 72–79. http://dx.doi.org/10.55393/babylonia.v3i.283.

Full text

Abstract:

Museum visits offer endless experiences for individuals and school classes in the local languages but also for foreign language learning and teaching. The ideas below and the additional materials coming soon in the Babylonia project Swiss Museums in Language Education (SMILE) offer ideas for using Swiss museum experiences for foreign language learning.

APA, Harvard, Vancouver, ISO, and other styles

20

Schmid, Anne, Julia Morinaj, and Tina Hascher. "On the Relation between School Alienation and Social School Climate." Swiss Journal of Educational Research 43, no. 3 (December 21, 2021): 451–63. http://dx.doi.org/10.24452/sjer.43.3.8.

Full text

Abstract:

In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associated with students’ state of alienation from learning, from teachers, and from classmates, applying a cross-sectional research design. Participants included 543 Grade 7 students from the Swiss canton of Bern who took part in the binational research project “School Alienation in Switzerland and Luxembourg (SASAL, 2015-2019)”. Results of correlation and multiple regression analyses revealed that the student-teacher and student-student relationships were associated with alienation from school.

APA, Harvard, Vancouver, ISO, and other styles

21

Botturi, Luca, Daniela Kapler, and Lucio Negrini. "Digitally-supported language exchanges in primary school: The AlpConnectar project." Studies in Second Language Learning and Teaching 8, no. 4 (December 30, 2018): 795–843. http://dx.doi.org/10.14746/ssllt.2018.8.4.5.

Full text

Abstract:

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.

APA, Harvard, Vancouver, ISO, and other styles

22

Haeberling, Christian, Katharina Henggeler, and Lorenz Hurni. "The Introduction Chapter of the Swiss World Atlas 2017 ‒ An Innovative Cartographic Education Tool in Switzerland." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-104-2019.

Full text

Abstract:

Abstract. Many printed school atlases do not only comprise a collection of topographic and thematic maps or illustrations to convey geographic topics at different school levels, but also infographics and text introducing key concepts and methods of cartography and geo-information. However, this was not the case for previous editions of the printed Swiss World Atlas, the most commonly used student atlas for the secondary school level in Switzerland. This omission of a dedicated introductory part may be explained by the atlas’ long tradition of more than 100 years and the strong influence on the atlas design by former editors-in-chief. In this tradition, selected cartographic aspects were covered on different pages throughout the atlas. In contrast, other printed school atlases have included a general introductory part for many decades.This contribution presents the concept and implementation of a new, coherent, and innovative introduction chapter for the 2017 edition of the printed Swiss World Atlas (Figure 1). A comparison to similar chapters of other widely used school atlas examples from Europe and North America serves to evaluate the didactical value of this introductory part of the Swiss World Atlas.The first part of the presentation specifies the didactical and cartographic fundamentals, with a focus on developing the student’s map reading and interpretation competences. The new introduction chapter of the Swiss Wold Atlas 2017 is structured as follows: After four pages of the atlas table of contents and a two-page list of map topics, the different steps in geomatics are illustrated with infographics that explain the data capturing methods of geodesy and photogrammetry and the processing of geodata by GIS. The following double page presents the principles of map projection and reference systems, enriched by illustrative models and graphics. Another two pages provide an introduction to cartography with basic information on map models and cartographic principles. Then, the cartographic processes of map generalisation, map structuring, legend definition, or map symbolisation are explained. On the following four pages, the students should become familiar with the different map types contained within the atlas as well as the Swiss national map series at the various map scales (Figure 2). A double page about map reading, map use, and map evaluation completes the new introduction chapter. The chapter thus shows the complete process chain from geodata capturing and processing to applying cartographic principles for map representations, in a short but clearly illustrated format aimed at secondary school students. The wording of these technical facts is chosen so that students do not need any previous knowledge. Additional concise text information, written by external experts and the editorial team, helps atlas users to acquire knowledge about the general cartographic theory.In a second part of the presentation, the introduction chapter of the Swiss World Atlas 2017 is compared to four similar introductory parts of other printed school atlases. Concerning the content, this part of the Swiss school atlas seems more advanced, covers a broader range of topics, and goes more into details. From a graphics and layout point of view, the introduction chapter of the Swiss World Atlas 2017 combines a clear look-and-feel with a column-based structure, which contrasts with the "frame-and-box" arrangement in other atlases. It offers also a consequent and distinguished colour scheme (rather gentle colour contrasts for area objects), layout and design style (more white space for a clear page structure), and lettering concept (using a space-saving Univers font for the entire atlas). Despite of the comprehensive concept, the introduction chapter of the Swiss World Atlas 2017 is more suitable for higher school levels (10th grade or higher), due to the correctly and professionally formulated theoretical facts as well as the complex infographics. Younger students certainly like shorter and easier-to-read texts with more playful images. Thus, teachers of classes up to the 9th grade may face more challenges to explain the content in a more elementary fashion with the Swiss World Atlas than with other school atlases. Since the publication of the atlas in summer 2017, very little feedback from the different target groups has been received to the introduction chapter. Thus, an in-depth analysis is planned this year to assess if the expectations of teachers and students are met. The editorial board will then be able to critically evaluate the representation of the specific cartographic topics with the goal of improving the introduction chapter for the next atlas revision.

APA, Harvard, Vancouver, ISO, and other styles

23

Gabola, Piera, Nicolas Meylan, Marine Hascoët, Simona De Stasio, and Caterina Fiorilli. "Adolescents’ School Burnout: A Comparative Study between Italy and Switzerland." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (August 11, 2021): 849–59. http://dx.doi.org/10.3390/ejihpe11030062.

Full text

Abstract:

This study aimed to analyze and compare students’ school burnout levels in Switzerland and Italy. Previous research has confirmed that female and older students in particular are highly exposed to burnout risk. Nevertheless, few studies have observed this phenomenon through a cross-national comparison. Data on burnout were collected from a sample of 840 adolescents (Italian students = 497; Swiss students = 343) (Mage = 14.98; SD = 1.06; Female = 50%). Burnout was measured using the School Burnout Inventory, and cross-cultural measurement invariance was tested. The results showed that this burnout measure was equivalent between the Italian and Swiss samples. A multivariate analysis of variance was next conducted to investigate the effects of age, gender, and nationality. Results partially confirmed our hypotheses, showing the effect of age but not of gender in explaining burnout differences among students, and between and within-group variance. In particular, the burnout risk was found to be higher in late adolescence (age 16 to 18, Mexhaution = 2.73; Mcynicism = 2.99; MInadequacy = 3.14) than in mid-adolescence (age 13 to 15 Mexhaution = 2.95; Mcynicism = 3.43; MInadequacy = 3.54). Furthermore, Italian adolescents were more exhausted and cynical (Mexhaution = 2.99; Mcynicism = 3.26) than their Swiss peers (Mexhaution = 2.52; Mcynicism = 2.93) when controlling for age and gender. Findings suggest further investigation of the role played by educational and cultural values may be warranted.

APA, Harvard, Vancouver, ISO, and other styles

24

Scharenberg, Katja, and Wolfram Rollett. "Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education." Swiss Journal of Sociology 49, no. 2 (July 1, 2023): 291–314. http://dx.doi.org/10.2478/sjs-2023-0016.

Full text

Abstract:

Abstract Tracking leads to differential developmental environments resulting in educational inequalities. We investigated whether tracking and school composition affect students’ transition to post-compulsory education. Based on data of two Swiss school-leavers’ cohorts (2000/2016), multilevel analyses show that the social and achievement-related school composition and track affiliation predict transitions beyond students’ individual characteristics. Compositional effects were in part differentially predictive depending on students’ track affiliation.

APA, Harvard, Vancouver, ISO, and other styles

25

Marcin, Kaja, Julia Morinaj, and Tina Hascher. "The Relationship between Alienation from Learning and Student Needs in Swiss Primary and Secondary Schools." Zeitschrift für Pädagogische Psychologie 34, no. 1 (February 2020): 35–49. http://dx.doi.org/10.1024/1010-0652/a000249.

Full text

Abstract:

Abstract. Previous studies have shown that secondary schools are less successful than primary schools in responding to student needs. Simultaneously, students seem to detach themselves during secondary schooling. Based on this, the present study investigated alienation from learning and its relationship with students’ perception of needs support by teachers and peers by analyzing data from 486 primary and 550 secondary school students in Switzerland. Multigroup structural equation modeling was employed to analyze the relevance of each independent variable for alienation from learning within and across the two subsamples. Teacher injustice as an indicator for the teacher-student relationship was significantly associated with alienation from learning for both subsamples, whereas there was a significant effect for competence support only in secondary schools. The findings highlight the importance of just and supportive teachers in preventing students’ alienation from learning in school.

APA, Harvard, Vancouver, ISO, and other styles

26

Castro, Sonia. "Liberi e svizzeri. La festa per il monumento in piazza indipendenza a Lugano (1898)." Didactica Historica 4, no. 1 (2018): 133–38. http://dx.doi.org/10.33055/didacticahistorica.2018.004.01.133.

Full text

Abstract:

The project aims to provide an example of a teaching path experimented in a 11th grade-school class and dedicated to the festival that took place in Lugano on the occasion of the inauguration of the monument for independence in 1898. The case study focuses on an extremely animated period in the history of the Swiss territory: the period between the creation of the Swiss Republic in 1798 and the birth of the Federal State in 1848, and thus relates to issues connected with both the Swiss identity and, in particular, that of a peripheral area such as the Canton of Ticino

APA, Harvard, Vancouver, ISO, and other styles

27

Castro, Sonia. "Liberi e svizzeri. La festa per il monumento in piazza indipendenza a Lugano (1898)." Didactica Historica 4, no. 1 (2018): 133–38. http://dx.doi.org/10.33055/didacticahistorica.2018.004.01.133.

Full text

Abstract:

The project aims to provide an example of a teaching path experimented in a 11th grade-school class and dedicated to the festival that took place in Lugano on the occasion of the inauguration of the monument for independence in 1898. The case study focuses on an extremely animated period in the history of the Swiss territory: the period between the creation of the Swiss Republic in 1798 and the birth of the Federal State in 1848, and thus relates to issues connected with both the Swiss identity and, in particular, that of a peripheral area such as the Canton of Ticino

APA, Harvard, Vancouver, ISO, and other styles

28

Castro, Sonia. "Liberi e svizzeri. La festa per il monumento in piazza indipendenza a Lugano (1898)." Didactica Historica 4, no. 1 (2018): 133–38. http://dx.doi.org/10.33055/didacticahistorica.2018.004.01.133.

Full text

Abstract:

The project aims to provide an example of a teaching path experimented in a 11th grade-school class and dedicated to the festival that took place in Lugano on the occasion of the inauguration of the monument for independence in 1898. The case study focuses on an extremely animated period in the history of the Swiss territory: the period between the creation of the Swiss Republic in 1798 and the birth of the Federal State in 1848, and thus relates to issues connected with both the Swiss identity and, in particular, that of a peripheral area such as the Canton of Ticino

APA, Harvard, Vancouver, ISO, and other styles

29

Beeli, Sonja, Melodie Burri, Anne-Sophie Ewald, and Evelyne Wannack. "Complexity of Managing Diverse Communication Channels in Family-School Relations as Seen by Parents and Schools." Australian and International Journal of Rural Education 34, no. 2 (July 18, 2024): 1–18. http://dx.doi.org/10.47381/aijre.v34i2.714.

Full text

Abstract:

The importance of family-school relations and their positive effects on children’s developments is well documented. They can be shaped predominantly by one-way (schools informing parents) or two-way (a partnership approach) communication. When fostering these relationships, schools and families engage on individual and collective levels, using a variety of tools such as text messages, emails, phone calls or personal contacts. A growing body of literature suggests that digital technologies are changing the way families and schools communicate and digital media contacts are often considered to be more immediate and convenient. In this contribution, we present findings from a Swiss project focusing on school websites. Using data from interviews with 33 families and personnel in eight schools (principals, teachers and other staff), we explore how family-school communication is embedded in specific contexts, including rural contexts, and takes place through diverse channels. While parents make use of and appreciate diverse communication channels, schools’ choices of communication channels are often related to specific functions. Overall, we found that one-way information rather than dialogue still dominates family-school relations.

APA, Harvard, Vancouver, ISO, and other styles

30

Saarbach, Jacques, Raphael de Matos, and Patrick Gonschorek. "The Swiss Summer School in Chemical Biology 2016 in brief." CHIMIA International Journal for Chemistry 70, no. 12 (December 21, 2016): 909–10. http://dx.doi.org/10.2533/chimia.2016.909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Lehmann, Jürgen. "Parental involvement: an issue for Swiss primary school teacher education." Journal of Education for Teaching 44, no. 3 (April 20, 2018): 296–308. http://dx.doi.org/10.1080/02607476.2018.1465626.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Papasterevski, Dimitar, and Aleksandar Radevski. "Restoration of the Elementary School "Johann Heinrich Pestalozzi"-Skopje." South East European Journal of Architecture and Design 2021 (October 29, 2021): 1–5. http://dx.doi.org/10.3889/seejad.2021.10058.

Full text

Abstract:

The post-earthquake rebuilding of Skopje provided valuable examples of modernist architecture that deserve to be included in the category of a protected building heritage. A prominent instance is the elementary school named after the famous Swiss educator and pedagogue "Johann Heinrich Pestalozzi", the first example in this area that introduces the practical application of deeply thought-out methods of integral education promoted by him in the early 19th century. Many contemporary architects have incorporated the efficient use of this educational concept, including the renowned Swiss architect Alfred Roth, creating a unique sample of a school that includes specific geographic and regional features (climatic, seismic, cultural - aesthetic). In terms of properties, the building contains originality, rarity, and aesthetic-artistic value. With reference to other criteria, it also includes the value of authentic preservation, which is in crisis without adoption of adequate and prompt protection and restoration measures. In respect of protecting the school from further destruction, the Swiss Embassy in Skopje made an official request for a study and design documents for the school reconstruction by detecting all critical issues, developed and executed by the expert team from the Faculty of Architecture in Skopje. This paper, which is based on the results of the research, conducted by us as a part of the group, aims to elaborate the methodological approach of the analyses contained in the study, which, as a pre-design procedure, provided a solid base for developing design documents. A significant component of the study that needs to be emphasized was the use of computer technology throughout the work process, using parametric insertion of structural and other elements of the building's architecture into a 3D model. This approach allowed the generation of architectural details across any part of the facility in an exact form, which proved extremely useful through the process of constructing the design documents.

APA, Harvard, Vancouver, ISO, and other styles

33

Erb, Jeannine, and Michael Geiss. "Educational Devices: Debates and Endeavours within the Swiss Teachers’ Association SLV, 1950–1980." Nordic Journal of Educational History 10, no. 1 (February 28, 2023): 3–26. http://dx.doi.org/10.36368/njedh.v10i1.308.

Full text

Abstract:

This article examines how and why elementary and lower secondary school teachers in Switzerland constructed audio-visual media as educational devices. The new technical solutions had to be interpreted and adapted so that they could be considered educational. The educational press and internal minutes of the Swiss Teachers’ Association SLV show the public discussions as well as internal conflicts. They allow conclusions to be drawn about the role of the teacher association in constructing educational media. They also show the part played by political and practical issues in the evaluation and development of educational media. The article ends with a conclusion that outlines the different ways in which Swiss elementary and lower secondary school teachers dealt with new teaching media.

APA, Harvard, Vancouver, ISO, and other styles

34

De Capitani, Mario M. "There and Back Again: The International Chemistry Olympiad 2023." CHIMIA 77, no. 11 (November 29, 2023): 799. http://dx.doi.org/10.2533/chimia.2023.799.

Full text

Abstract:

The 2023 edition of the International Chemistry Olympiad, a world-wide chemistry competition for high-school students, was held in Zürich, Switzerland. The Swiss delegation earned an honourable mention.

APA, Harvard, Vancouver, ISO, and other styles

35

Cascone, Pablo, Grégoire Zimmermann, Bertrand Auckenthaler, and Christiane Robert-Tissot. "Cannabis Dependence in Swiss Adolescents." Swiss Journal of Psychology 70, no. 3 (January 2011): 129–39. http://dx.doi.org/10.1024/1421-0185/a000048.

Full text

Abstract:

This naturalistic cross-sectional study explores how and to what extent cannabis dependence was associated with intrapersonal aspects (anxiety, coping styles) and interpersonal aspects of adolescent functioning (school status, family relationships, peer relationships, social life). A convenience sample of 110 adolescents (aged 12 to 19) was recruited and subdivided into two groups (38 with a cannabis dependence and 72 nondependent) according to DSM-IV-TR criteria for cannabis dependence. Participants completed the State-Trait Anxiety Inventory (STAI-Y), the Coping Across Situations Questionnaire (CASQ), and the Adolescent Drug Abuse Diagnosis (ADAD) interview investigating psychosocial and interpersonal problems in an adolescent’s life. Factors associated with cannabis dependence were explored with logistic regression analyses. The results indicated that severity of problems in social life and peer relationships (OR = 1.68, 95% CI = 1.21 – 2.33) and avoidant coping (OR = 4.22, 95% CI = 1.01 – 17.73) were the only discriminatory factors for cannabis dependence. This model correctly classified 84.5% of the adolescents. These findings are partially consistent with the “self-medication hypothesis” and underlined the importance of peer relationships and dysfunctional coping strategies in cannabis dependence in adolescence. Limitations of the study and implications for clinical work with adolescents are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Данилова and Larisa Danilova. "SCHOOL REFORMING IN MODERN SWITZERLAND." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 34–40. http://dx.doi.org/10.12737/958.

Full text

Abstract:

The Swiss education system is hardly represented by Russian comparative education, but some of its elements deserve real attention. Today this country’s school education is being reformed. Education management decentralization makes this process unequal in regions, where local governments determine themselves the need for reforms, their goals, objectives, directions and measures. In such a case the content of re-organizations took the most important place in educational debates. Almost in every region re-organizations contains the questions of educational monitoring system, introduction of educational standards, developing pupils’ language competencies, school restructuring, educational inequality elimination and teachers’ training optimization. The paper also deals with background, conditions and other features of the reform process in the most of regions, with predictions about its success.

APA, Harvard, Vancouver, ISO, and other styles

37

Huguenin, Jean-Marc. "Determinants of school efficiency." International Journal of Educational Management 29, no. 5 (June 8, 2015): 539–62. http://dx.doi.org/10.1108/ijem-12-2013-0183.

Full text

Abstract:

Purpose – The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/methodology/approach – A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At the second stage, efficiency is regressed on school characteristics and environmental variables. Findings – The mean technical efficiency of schools in the State of Geneva is equal to 93 per cent. By improving the operation of schools, 7 per cent (100−93) of inputs could be saved, representing 17,744,656 Swiss francs in 2010. School efficiency is negatively influenced by: operations being held on multiple sites, the proportion of disadvantaged pupils enroled at the school and the provision of special education, but positively influenced by school size (captured by the number of pupils). Practical implications – Technically, the determinants of school efficiency are outside of the control of headteachers. However, it is still possible to either boost the positive impact or curb the negative impact. In the context of the State of Geneva, the policy-related implications of the current study could be summarized as follows. New schools or existing multi-site schools should be concentrated on common sites; if this is not possible, the use of information and communication technology in school management and teaching should be developed and encouraged. In order to correct the negative influence of disadvantaged pupils on school performance, policymakers should focus on related social policies, such as pre-school, health, housing and benefits policies, rather than on allocating additional resources to schools. Finally, with an average of 381 pupils per school, school size could be increased to maximize school efficiency. Originality/value – Unlike most similar studies, the model in this study is tested for multicollinearity, heteroskedasticity and endogeneity. It is therefore robust. Moreover, one explanatory variable of school efficiency (operations being held on multiple sites) is a truly original variable as it has never been tested so far.

APA, Harvard, Vancouver, ISO, and other styles

38

Malti, Tina. "Aggression, Self-Understanding, and Social Competence in Swiss Elementary-School Children." Swiss Journal of Psychology 65, no. 2 (June 2006): 81–91. http://dx.doi.org/10.1024/1421-0185.65.2.81.

Full text

Abstract:

This study examined the relation between aggression, self-understanding, and social competence in a sample of 93 Swiss elementary-school children. Aggression was rated by the parents using the aggression subscale of the Child Behavior Checklist (CBCL/4-18). Self-understanding was assessed with a short version of Damon and Hart’s (1988) self-understanding interview. The social competence of the children was observed in a quasi-experimental, cooperative play situation. The results revealed that aggression was related to domain-specific content aspects of self-understanding. Aggression was, however, negatively associated with social competence. Moreover, nonaggressive children with high levels of self-understanding showed more social competence than aggressive children with both high and low levels of self-understanding.

APA, Harvard, Vancouver, ISO, and other styles

39

Hadjar, Andreas, and Belinda Aeschlimann. "Gender stereotypes and gendered vocational aspirations among Swiss secondary school students." Educational Research 57, no. 1 (December 24, 2014): 22–42. http://dx.doi.org/10.1080/00131881.2014.983719.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Kassis, Wassilis, Ulrike Graf, Christian Rietz, and Franziska Widmer. "Resilience Development of Swiss Adolescents: A Convergent Mixed-Methods Approach." Education Sciences 14, no. 5 (April 25, 2024): 456. http://dx.doi.org/10.3390/educsci14050456.

Full text

Abstract:

Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the “blooming” pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the “challenged” pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience.

APA, Harvard, Vancouver, ISO, and other styles

41

Kempf, Alois. "Abschied von der «Forstschule» im Bild | A farewell to the «Forestry School» in pictures." Schweizerische Zeitschrift fur Forstwesen 157, no. 9 (September 1, 2006): 393–94. http://dx.doi.org/10.3188/szf.2006.0393.

Full text

Abstract:

Four illustrations from the collection of Prof. Hermann Knuchel,who held the Chair of forest sciences at ETH Zurich from 1922 – 1952, document different aspects of forestry education in traditional Swiss academic institutions since its beginning in the 19th century.

APA, Harvard, Vancouver, ISO, and other styles

42

Deng, Delin. "The Grammaticalization of the Discourse Marker genre in Swiss French." Languages 8, no. 1 (January 16, 2023): 28. http://dx.doi.org/10.3390/languages8010028.

Full text

Abstract:

By conducting an apparent-time analysis of the OFROM corpus collected in Francophone Switzerland, this study examined the use of genre as discourse marker in the speech of 306 French L1 speakers. First, we examined the effect of extralinguistic factors on the discursive use of genre. The logistic mixed-effects regression analysis results revealed that the emerging use of genre is indeed an ongoing change led by female speakers in Swiss French. This use was favored by monolinguals in Francophone Swiss. Second, we examined the vowel reduction of the DM genre in the corpus. Our results revealed that speakers who received only a high school education favor the vowel reduction in the DM genre the most. Given the high percentage of phonological reduction in the DM genre, we believe that the grammaticalization of this particle has reached its advanced stage in Swiss French. Compared to previous findings on the emerging use of genre in Hexagonal French, we suggested that the grammaticalization of the particle genre in Swiss French may be independent of that in Hexagonal French. The grammaticalization in Swiss French was much more advanced than in Hexagonal French. This study supplied comparable results on the grammaticalization of the same particle in two different Francophone countries.

APA, Harvard, Vancouver, ISO, and other styles

43

Ackermann, Tobias, and Robin Benz. "Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland." Swiss Journal of Sociology 49, no. 2 (July 1, 2023): 339–66. http://dx.doi.org/10.2478/sjs-2023-0018.

Full text

Abstract:

Abstract Educational aspirations play an important role in shaping students’ educational trajectories and destinations. Drawing on longitudinal data from the TREE2 study, this paper investigates the effect of tracking on the formation and adjustment of the educational aspirations of Swiss students upon leaving compulsory school. We show that educational aspirations are highly responsive to the educational track attended in upper secondary education. While students in general education tend to stick to their aspirations, their counterparts in vocational programmes exhibit less stable aspirations.

APA, Harvard, Vancouver, ISO, and other styles

44

Kipfer, Nadine, and Patricia Groothius. "Views on the Evaluation and School Orientation of Swiss, Spanish, and Portuguese children: Research Conducted in Kindergarten and Primary School Classes in Geneva and Bienne." Journal of Cognitive Education and Psychology 4, no. 1 (January 2004): 153–55. http://dx.doi.org/10.1891/194589504787382820.

Full text

Abstract:

In Switzerland, as in other European countries, the percentage of foreign children is constantly rising. However, the omnipresent multiculturalism in primary school disappears in later years when school demands increase. This tendency is observed in the United States as well as in many European countries. It has caused researchers to point out several problems and to criticize the use of intelligence tests for selection and prediction of school results of minority children. It is argued that it is important to create alternative tests that do not discriminate against children from other cultures. One such alternative is a learning potential test. The main question researched with such tests is whether a child is able to profit from instruction/training and to what extent (Hessels & Kipfer, 2003). In fact, these tests do not measure a product of previous learning, as do intelligence tests, but instead focus on the process of learning.The Master’s thesis was focused on two aspects. The first was to translate and test the applicability of the Learning Potential Test for Children from Ethnic Minories (LEM), created in the Netherlands for the assessment of Turkish and Moroccan children (Hamers, Hessels, & Van Luit, 1991; Hessels, 1993), in the Swiss-French context. The second research aspect concerned interviews with teachers and school psychologists to understand what materials they use for children from ethnic minorities and what are their expectations with regard to school success.The LEM is composed of six sub-tests that take into consideration two main factors: inductive reasoning (classification, series of numbers, and figurative analogies) and verbal learning (word-object association, recognition and denomination, and syllable recall). A classic test, Raven’s Standard Progressive Matrices (SPM) was also administered to observe the differences between a static and a dynamic measure. We assessed Swiss, Portuguese, and Spanish children, because Portuguese and Spanish represent two large minority cultures in Geneva and Bienne. The children were divided in two groups: one with children aged between 5;4 to 6;9 years and the second with children aged 6;10 to 7;9 years.The test first of all proved also to be a reliable test in the present context. Cronbach’s alpha varied between .91 and .94. However, the main hypothesis, that the difference in mean scores between the various groups would be smaller with the LEM than with the SPM, was not confirmed. In fact, Swiss children scored 1.3 to 4.7 points higher on the subtests of the LEM (standard scores) than the Portuguese and Spanish children, and the Spanish children showed a higher performance than the Portuguese children. The Swiss children, as expected, outperformed the Portuguese and Spanish children on the SPM. A comparison of the results of the Spanish and Portuguese children on the LEM and the SPM showed that relative performance on both tests did not change. The fact that Spanish children showed a higher mean performance than the Portuguese children was explained by the onset of migration: the Spanish workers came to Switzerland in the early 1960’s, whereas the Portuguese arrived only during the 80’s, which makes a difference of at least one generation that was born and raised in Switzerland. The fact that the differences on the LEM and SPM were smaller and did not change much from one test to the other was explained by the fact that the cultural and language differences were much smaller than in the Dutch research (Hessels & Hessels-Schlatter, 2002). In fact, all languages in the present research have the same Latin-Romanic roots.The second aspect of the research concerned interviews with 9 teachers and 3 school psychologists. It was expected that teachers and school psychologists would not have the same expectations for the three different groups of children, and we tried to shed some light on which factors influenced the supposed underestimation of minority children by teachers and school psychologists. Both teachers and psychologists asserted that their expectations of ethnic minority children and Swiss were not different. They claimed to differentiate only according to the school difficulties that a particular child would display. To assess and orient the child, the school psychologist said to not only use measures of IQ, but also others tests like the Draw-a-man test or others measure to have a complete evaluation. According to them, factors that could influence assessment were culture, mother tongue, emotions displayed during the test, or the criteria of evaluation.A salient detail in this study was that teachers’ ratings of children’s school results, behavior, and application in class was generally lower for minority children than for Swiss children, especially in special education classes where large differences were found.

APA, Harvard, Vancouver, ISO, and other styles

45

Schweinberger, Kirsten, Carsten Quesel, Sara Mahler, and Andrea Höchli. "Effects of feedback on process features of school quality: A longitudinal study on teachers’ reception of school inspection of Swiss compulsory schools." Studies in Educational Evaluation 55 (December 2017): 75–82. http://dx.doi.org/10.1016/j.stueduc.2017.07.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Näpfli, Jasmin, and Kirsten Schweinberger. "When one Wants More than the Other: Multi-Professional Cooperation between Staff in Extended Education and Teachers." IJREE – International Journal for Research on Extended Education 10, no. 2 (October 25, 2023): 40–53. http://dx.doi.org/10.3224/ijree.v10i2.04.

Full text

Abstract:

In 2021 the Swiss Teachers’ Association (LCH) demanded that extended education offerings (EEO) should be the responsibility of schools and not outsourced, which in turn also implies a new cooperation partner for the schools. Till today not much is known about this cooperation. This study investigates this cooperation from the perspective of the cooperation partners – the teachers (N=233), school leaders (N=64), staff (N=349) and leaders (N=67) of the EEO by means of a quantitative survey in a pioneering canton in Switzerland. The findings show that cooperation is rated as “good”—but for different reasons—by the cooperation partners and that cooperation is linked to job satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

47

Mueller-Oppliger, Victor. "Gifted Education in Switzerland: Widely Acknowledged, but Obstacles Still Exist in Implementation." Center for Educational Policy Studies Journal 4, no. 3 (September 30, 2015): 89–110. http://dx.doi.org/10.26529/cepsj.197.

Full text

Abstract:

With its strong federalism and direct democracy, as well as the high level of autonomy of its cantons, Switzerland does not have mandatory national policies and regulations on gifted education. Responsibility for the promotion of high-end learners is in the hands of the cantonal boards of education, and depends largely on their current professional understanding and educational-political foresight, as well as on the political volition and priorities of the school authorities. Within this diversity, there are schools with excellent concepts and successful implementations regarding gifted education, while other schools have a poor understanding of individualisation and potential-oriented learning. The present article summarises the philosophy and key aspects of a contemporary realisation of local- or regional-based integrated gifted education that is related to supplementary arrangements for special needs. Strengths and weaknesses in the identification and promotion of the talented within the Swiss school system are outlined and discussed.

APA, Harvard, Vancouver, ISO, and other styles

48

Ulyte, Agne, Thomas Radtke, Irène A. Abela, Sarah R. Haile, Julia Braun, Ruedi Jung, Christoph Berger, et al. "Seroprevalence and immunity of SARS-CoV-2 infection in children and adolescents in schools in Switzerland: design for a longitudinal, school-based prospective cohort study." International Journal of Public Health 65, no. 9 (October 15, 2020): 1549–57. http://dx.doi.org/10.1007/s00038-020-01495-z.

Full text

Abstract:

Abstract Objectives This longitudinal cohort study aims to assess the extent and patterns of seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in school-attending children, and their parents and school personnel. It will examine risk factors for infection, the relationship between seropositivity and symptoms, and temporal persistence of antibodies. Methods The study (Ciao Corona) will enroll a regionally representative, random sample of schools in the canton of Zurich, where 18% of the Swiss population live. Children aged 5–16 years, attending primary and secondary schools, and their parents and school personnel are invited. Venous blood and saliva samples are collected for serological testing in June/July 2020, in October/November 2020, and in March/April 2021. Bi-monthly questionnaires will cover SARS-CoV-2 symptoms and tests, health, preventive behavior, and lifestyle information. Hierarchical Bayesian logistic regression models will account for sensitivity and specificity of the serological tests in the analyses and complex sampling structure, i.e., clustering within classes and schools. Results and conclusions This unique school-based study will allow describing temporal trends of immunity, evaluate effects of preventive measures and will inform goal-oriented policy decisions during subsequent outbreaks. Trial registration ClinicalTrials.gov Identifier: NCT04448717, registered June 26, 2020. https://clinicaltrials.gov/ct2/show/NCT04448717.

APA, Harvard, Vancouver, ISO, and other styles

49

Berti, Anna Emilia, Anna Maria Ajello, Carmela Aprea, Ilaria Castelli, Elisabetta Lombardi, Antonella Marchetti, Davide Massaro, Viviana Sappa, and Annalisa Valle. "Adolescents’ and young adults' naïve understandings of the economic crisis." Europe’s Journal of Psychology 13, no. 1 (March 3, 2017): 143–61. http://dx.doi.org/10.5964/ejop.v13i1.1187.

Full text

Abstract:

Over the last decade, Financial Literacy (FL) and interventions aimed at improving it, that is Financial Education (FE), have been the focus of increased attention from economists, governments, and international organizations such as the world Bank and OECD, but much less by scholars in the fields of Learning and Instruction. We examined open-ended written answers on the causes of the economic crisis that started in 2007-2008, as given by 381 Italian secondary school and university students, and 268 Swiss Italian-speaking secondary school students. Most Italian students mentioned internal political causes (i.e., corrupt politicians or inefficiency of the government), whereas Swiss students mentioned banks more often. International factors were rarely mentioned by either group, and explanations were generally very poor, listing a few causes without making connections between them. These findings indicate the need for economics education aimed at making people more knowledgeable of the workings of the economic system and the effects of financial systems on the real economy.

APA, Harvard, Vancouver, ISO, and other styles

50

Marcionetti, Jenny, and Jérôme Rossier. "The Mediating Impact of Parental Support on the Relationship Between Personality and Career Indecision in Adolescents." Journal of Career Assessment 25, no. 4 (June 6, 2016): 601–15. http://dx.doi.org/10.1177/1069072716652890.

Full text

Abstract:

In the Swiss education system, approximately 55% of adolescents are required to make their first vocational choice at the end of mandatory school. This can induce transitory or long-lasting career indecision that is recognized as being influenced by personal and contextual factors. The aim of this study is to analyze the relationships between career decision-making difficulties and the five-factor model of personality traits, parental support, and self-esteem in 448 Grade 9 Swiss adolescents. We then proceeded to test if these relationships vary according to the adolescent’s educational choice (i.e., whether they attend high school or if they choose an apprenticeship or vocational training). Results have highlighted the importance of neuroticism, conscientiousness, and parental support to predict career decision-making difficulties. Moreover, parental support mediated the relationships between extraversion and agreeableness (fully) and between conscientiousness (partially) and career decision-making difficulties. Finally, the educational choice had no impact on the overall pattern of relationships. Implications for career counselor practices were further discussed.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Swiss school'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles