Swiss educational policy aims to ensure that by the year 2015 95% of all youths have a postobligatory education qualification at upper secondary level. With 93% in 2011 this target has come close (OECD 2013). Though this rate is high compared to other countries (OECD-average of 82.8%) youth unemployment rate in Switzerland on the other side increased from 4.9% in 2000 up to 8.4 in 2012 (OECD 2013). Especially young people with handicaps and special educational needs usually face more difficulties during transition from school to work-life (Felkendorf & Lischer, 2005; Häfeli & Schellenberg, 2009; Hupka, Sacchi & Stalder, 2006). For these weaker trainees an adapted training program was introduced in 2004 and evaluated since in a longitudinal study (Hofmann & Häfeli, 2012; Kammermann, Amos, Hofmann & Hättich, 2009). This two-year program is officially recognized, focuses on practical activities and offers additional support for weaker trainees to insure successful graduation, increased employability and permeability to further training.

Career related social support (advice, emotional support¸ practical help from teachers, trainers, parents) has shown to be related to various positive career outcomes as e.g. the perception of more career opportunities and higher vocational expectations (Diemer, 2007; Wall, Covell & Macintyre, 1999), career commitment (Cohen-Scali, 2008) and less self-devaluation during transition (Neuenschwander, Frey & Gasser, 2007). However the question remains how exactly support in everyday training situations at school or work is related to further career ambitions and development? Based on social-cognitive career theory (SCCT) (Lent, Brown & Hackett, 2000) we suppose that social support might be related to career goals/ambitions in two ways: first directly as a result of communicative influence/role modeling and secondly mediated by self-efficacy, learning experiences and outcome expectations. Most empirical studies so far examined and verified self-efficacy as a important mediator (Pan, Sun & Hau Siu Chow, 2011; Restubog, Florentino & Garcia, 2010).

For our context we suppose that learning experiences during apprenticeship and outcome expectations are important mediators as well. In the dual system in Switzerland trainees have two learning contexts and two supervisors, teachers at vocational school and trainers at the training company. At school trainees are faced with standardized requirements. We expect (Hypotheses 1) that perceived stress in this situation gives trainees an indication of the probability of success or failure (“outcome expectations”) particularly concerning future further education options. In this context teacher’s influence in reducing or buffering stress at school is supposed to be most important. On the other hand we expect (Hypotheses 2) that training companies and trainers offer different opportunities to learn. Trainees who have the chance to become familiar with a variability of tasks (“learning experiences”) are probably more likely to gain self-confidence and develop professional ambitions. Furthermore we suppose that the influence of good training conditions and support persists (Hypotheses 3) and expect direct effects of social support on later goals/ambitions, as seen in other studies (Diemer, 2007; Restubog, et al., 2010) and moderating effects as proposed by SCCT, meaning that social support might be helpful in maintaining ambitions and transforming them into “action” (e.g. increase the probability of further training and employability).

Byrne, B. M. (2010). Structural Equation Modeling with AMOS. Basic Concepts, Applications, and Programming (2 ed.). New York: Routledge Taylor & Francis Group. Cohen-Scali, V. (2008). Accompagnement en entreprise et intentions liées à la carrière chez des apprentis du batiment. Pratiques pschologiques, 14, 147-160. Diemer, M. A. (2007). Parental and school influences upon the career development of poor youth of color. Journal of Vocational Behavior, 70, 502-524. Felkendorf, K.& Lischer, E. (Eds.). (2005). Barrierefreie Übergänge? Jugendliche mit Behinderungen und Lernschwierigkeiten zwischen Schule und Berufsleben. Zürich: Verlag Pestalozzianum. Häfeli, K.& Schellenberg, C. (2009). Erfolgsfaktoren in der Berufsbildung bei gefährdeten Jugendlichen. Bern: EDK Schweizerische Erziehungsdirektoren Konferenz. Hofmann, C.& Häfeli, K. (2012). Subjektiver Laufbahnerfolg bei Leistungsschwächeren in einer Berufsbildung. Schweizerische Zeitschrift für Bildungswissenschaften, 1. Hupka, S., Sacchi, S.& Stalder, B. E. (2006). Does the Swiss VET System encourage inequity? Paper presented at the European Research Network on Transitions in Youth TIY. Kammermann, M., Amos, J., Hofmann, C.& Hättich, A. (2009). Integriert in den Arbeitsmarkt? Personen mit Berufsattest im Detailhandel und im Gastgewerbe ein Jahr nach Ausbildungsabschluss. Zürich: Hochschule für Heilpädagogik. Lent, R. W., Brown, S. D.& Hackett, G. (2000). Contextual Supports and Barriers to Career Choice: A Social Cognitive Analysis. Journal of Counseling Psychology, 47(1), 36-49. Neuenschwander, M. P., Frey, M.& Gasser, L. (2007). Übergang in die Sekundarstufe II und Wirkungen der Berufsbildung. Zürcher Ergänzungsstudie Berufsbildung - Schlussbericht. Zürich: Jacobs Center for Productive Youth Development, Universität Zürich. Pan, W., Sun, L.-Y.& Hau Siu Chow, I. (2011). The impact of supervisory mentoring on personal learning and career outcomes: The dual moderating effect of self efficacy. Journal of Vocational Behavior, 78, 264-273. Restubog, S. L. D., Florentino, A. R.& Garcia, P. R. J. M. (2010). The mediating roles of career self-efficacy and career decidedness in the relationship between contextual support and persistence. Journal of Vocational Behavior, 77, 186-195. TREE. (2008). Konzepte und Skalen. Befragungswellen 1 bis 7. Bern / Basel: TREE. Bern/Basel: TREE. Wall, J., Covell, K.& Macintyre, P. D. (1999). Implications of Social Support for Adolescents' Education and Career Aspirations. Canadian Journal of Behavioural Science, 31(2), 63-71.