Hofmann, ClaudiaClaudiaHofmannStalder, Barbara E.Tschan, FranziskaHäfeli, Kurt2020-03-252020-03-2520142197-8646https://media.suub.uni-bremen.de/handle/elib/3045Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VETcompanies, provide important support. We were interested in the different pathways from this support to apprentice s career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.deSchool-to-work transitionspecial educational needslearning difficultiessocial supportvocational education and traininglongitudinal study370Artikel/Aufsatzurn:nbn:de:gbv:46-00103977-14