Discontinuities in vocational education and training: the influence of early-risk factors and personality constructs on premature training termination and subsequent trajectories

Empirical Research in Vocational Education and Training

Table 5 Binomial regression model to explain tendencies to withdraw from education and training

	AME (dy/dx)	S.E	p-value (P)
Low educational qualification	0.124	0.038	0.001
Poor GPA	0.056	0.036	0.123
Participating in a prevocational program before VET	0.048	0.040	0.229
Graduation after more than the typical number of years	0.092	0.040	0.021
Failure to realize the desired occupation	0.034	0.037	0.356
Migration background	− 0.038	0.035	0.286
Low parental education	0.122	0.064	0.055
Low parental occupational status	0.030	0.035	0.397
Conscientiousness (z-stand.)	− 0.016	0.018	0.384
Agreeableness (z-stand.)	− 0.019	0.019	0.327
Openness (z-stand.)	0.004	0.019	0.846
Self-efficacy (z-stand.)	0.018	0.018	0.327
Sex (female)	0.002	0.032	0.945
Training in eastern federal states	0.042	0.045	0.349
Training in school-based VET system	-0.080	0.032	0.013
Time spent in first VET program until PTT	0.002	0.002	0.374
R²	0.077

Dependent variable: entry in risk clusters (Cluster 5 to 7); reference group: re-entry in institutionalized education (Cluster 1 to 4); n = 4892; significance levels refer to AME coefficients; effects with p ≤ 0.1 in bold type