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3 To determine the questionnaires’ predictive value for The longitudinal study has provided many relevant and
their future educational pathway, pupils were monitored interesting results:
for several years. For each measurement, the number of • Focusing on decision making tasks pays off for the
pupils participating was maximised, as many pupils as continuation of the school career (Briers, V., e.a., 2015).
possible from the original sample were tracked. • Adopting study choice tasks as a development task of
In 2011, 128 Flemish schools committed to participate; identity development reinforces the internal compass
from group a representative sample of 35 schools was that, in turn, assumes a role in the development of the
selected. Initially, 614 pupils participated in the study. pupil’s self-image.
• If the study choice process is not passed through
Initially, questionnaires were offered in digital form, properly, resulting in a less appropriate or incorrect
supervised by a project staff member or student. For choice that does not really match the internal com-
the second measurement, preference was given to a pass of the pupil, the quality of the motivation of the
combination of digital and paper questionnaires. For pupil for his/her studies suffers (M. Vansteenkiste, B.
the third and fourth measurement, only paper question- Soenens, 2015).
naires were used. After five measuring points (between
the 2nd to the 6th year of secondary education), this A number of results require further analysis and
longitudinal study was concluded in 2017. interpretation.

RESULTS AND IMPACT MORE INFORMATION?
Recent Developments in Guidance - Belgium | Chapter 3 | Tools & media
CLB guidance practitioners can now utilize validated Contact Ides Depotter ([email protected])
and standardised diagnostic instruments, which can
support the study choice skills of secondary school
pupils. This turns school career guidance (OLB) into a
horizon broadening self-concept clarification. This OLB
tool and its user manual allow guidance practitioners to
be even more targeted in guiding pupils in their study
choice process.

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