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Empirical Research in Vocational Education and Training

Table 1 Latent regression coefficients and standard errors for knowledge of biochemistry and cell biology (dependent variables) regressed on a single covariate (MIMIC model; Muthén and Muthén, 1998–2012)

From: Assessing what prospective laboratory assistants in biochemistry and cell biology know: development and validation of the test instrument PROKLAS

Covariate

Biochemistry

Cell Biology

B

SEB

β

R 2

B

SEB

β

R 2

Academic

Type of secondary school

.18

.42

.08

.01

−.22

.32

−.10

.01

Background

Secondary school gradea

−.34

.15

−.18*

.03

−.44

.16

−.22**

.05

VET year

.56

.17

.45***

.20

.72

.18

.54***

.29

VET gradea

−.84

.17

−.47***

.22

−.80

.07

−.45***

.21

General biological knowledge

.46

.12

.53***

.28

.16

.07

.21*

.05

Self-efficacy

In laboratory tasks

1.16

.13

.48***

.23

.86

.22

.39***

.15

In English

.86

.27

.46***

.22

.66

.17

.36***

.13

OTL

For laboratory tasks

1.57

.97

.58*

.34

.77

.86

.33

.11

For general biology

1.02

.93

.49

.24

.57

.63

.30

.09

  1. Type of secondary school = general secondary school accomplished before entering the VET program (0 = nonacademic track, 1 = academic track)
  2. VET vocational education and training, OTL opportunities to learn
  3. * p < .05, ** p < .01, *** p < .001
  4. aNegative values represent positive relationships between students’ test performance and academic achievement (operationalized as grades)
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