New project: The characteristics of particularly talented apprentices
The goal of the current project is to better understand the role of talent and giftedness in vocational education and training so as to discuss at the end of the project some initiatives that may reduce the dropout rate and increase the number of qualified professionals concluding their vocational education.
Research conducted several years ago showed that top performers at the end of the vocational school are those who are more motivated, less affected by stress, more emotionally resilient regardless of their level of cognitive giftedness (Stamm, Niederhauser, & Kost, 2010). A current SUFFP research project is examining this phenomenon by evaluating two basic assumptions. On one side, talent or HP in VET does not correspond to the classic intellectual potential measured with typical IQ tests, but may include practical and emotional abilities. Importantly, the cognitive abilities needed to excel in a professional sector are context-specific and not general (such as spacial rotation for a mason);
On the other hand, it seems that other factors beyond cognitive abilities may play a role in accounting for vocational success. In particular, the literature has shown that soft skills are important for achievement at school and in the workplace, In this project both cognitive and non-cognitive skills will be measured and compared to understand whether and how they influence vocational performance independently or in interaction. Other factors that will be investigated include, motivation, speed of learning, self-esteem, socio-economic status, personality and engagement with the school/on-the-job.