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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17504

Titill: 
  • Óákveðni nemenda við námsval í framhaldsskóla og skuldbinding þeirra gagnvart námi og skóla
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Markmið þessarar rannsóknar er að kanna tengsl á milli óákveðni nemenda við námsval í framhaldsskóla (e. career indecision) og skuldbindingar þeirra gagnvart námi og skóla (e. student engagement). Óákveðni nemenda er annars vegar metin með tilliti til óvissu þeirra um þá námsbraut sem þeir völdu í framhaldsskóla og hins vegar hvort og hve oft þeir höfðu íhugað að skipta úr bóknámi í starfsnám eða úr starfsnámi í bóknám. Þessi rannsókn er hluti af langtímarannsókninni Náms-framvinda nemenda og skilvirkni framhaldsskóla sem hófst árið 2007 og náði til allra framhaldsskóla landsins. Þátttakendur í henni voru 1.780 nemendur á aldrinum 16 til 18 ára á bóknáms- og starfsnámsbrautum.
    Niðurstöður fjölbreytuaðhvarfsgreiningar benda til þess að óákveðni við námsval í framhaldsskóla spái fyrir um hegðunarlega, tilfinningalega og vitsmunalega skuldbindingu nemenda. Eftir því sem nemendur voru óvissari um námsval sitt, því meiri var neikvæð námshegðun þeirra, því minna samsömuðu þeir sig skólanum og því minni var metnaður þeirra og framtíðarsýn óljósari. Þessar niðurstöður komu fram að teknu tilliti til kyns, aldurs, menntunar foreldra, fyrri námsárangurs og hvort nemendur voru á bóknáms- eða starfsnámsbrautum í framhaldsskóla. Jafnframt sýndu niðurstöður að því oftar sem nemendur höfðu íhugað að skipta úr bóknámi yfir í starfsnám, því minna samsömuðu þeir sig við skólann og því minni metnað og óljósari framtíðarsýn höfðu þeir.
    Niðurstöðurnar eru í samræmi við rannsóknir sem benda til mikilvægis þess fyrir námsframvindu nemenda að þeir ígrundi námsval sitt vel og velji nám í samræmi við áhugasvið. Höfundar fundu ekki sambærilega rannsókn á tengslum óákveðni við námsval og skuldbindingar gagnvart námi og skóla og því eru niðurstöðurnar mikilvæg viðbót við rannsóknir tengdar námsframvindu nemenda. Niðurstöðurnar renna stoðum undir mikilvægi náms- og starfsráðgjafar við að aðstoða ungmenni til að taka ígrundaðar ákvarðarnir um námsval.

  • Útdráttur er á ensku

    Adolescence is a period of transition from childhood to adulthood and is significant to the later course of the person’s life not least with respect to school success and later career options. During this period, young people have to take numerous important decisions about their education. In Iceland, where this study was conducted, the adolescents choose their line of study for the first time at the end of compulsory school (at age 16), when entering upper secondary level. Even though most students proceed directly to upper secondary school, after completing compulsory education, school dropout is more common in Iceland than in many other OECD countries. Among explanations given for Iceland's high dropout rates is societal emphasis on general rather than vocational education, which seems to influence many students into making apparently non-intuitive educational decisions. Many choose academic tracks, despite having deeper interest in vocational subjects which may affect students to disengage from their studies and school and eventually drop out (Kristjana Stella Blöndal, Jón Torfi Jónasson og Anne-Christine Tannhäuser, 2011). However, there seems to be a lack of studies focusing on the association between adolescents’ career indecision and their engagement. The aim of this study is to explore the relationship between students’ career indecision and their engagement in their study and school at upper secondary level. Indecision was evaluated with regard to students’ career uncertainty on the one hand, and how often they had thought of changing their line of study from either an academic to a vocational track, or from a vocational to an academic track, on the other. This study is part of a larger, ongoing longitudinal study among all Icelandic upper secondary schools: Student progress and school effectiveness. The focus is on 1.780 students who at the age of 16 to 18 participated in a survey in 2007. The findings of multiple regression indicate that students’ career indecision predicts their behavioral, emotional and cognitive engagement. The more uncertain students were about their educational choice at upper secondary school: the more negative academic behavior they showed; the less they identified with school; and the less ambitious they were and the less clear they were about their future goals. These findings remained pronounced even after we took into ac-count the influential factors of students’ background (age, gender, and parents’ education), previous academic achievement, as well as students’ line of study (academic vs. vocational) at upper secondary school. Furthermore, the more often the students on academic tracks had considered changing to vocational tracks, the less they identified with school and the less ambitious and clear they were about their future goals (controlling for background, previous academic achievement and line of study). In addition, males were less engaged, showed more negative academic behavior, were less ambitious and had less clear future goals than females. This is in line with previous studies (Kristjana Stella Blöndal og Sigrún Aðalbjarnardóttir, 2012; Wang og Eccles, 2012). Disengagement has been one of the main explanations provided in the literature on males’ higher rate of school dropout (see Jackson, 2002). Moreover, the older the students were, the more negative academic behavior they showed and the less they identified with school. Furthermore, the lower students’ academic achievement on standardized tests at the end of compulsory school (age 15), the lower their ambition and the less clear their future goals. This general pattern of disengagement with youth’s increasing age and among students with low academic achievement is in line with findings from oth-er studies (Fredricks, Blumenfeld og Paris, 2004; Jón Torfi Jónasson og Kristjana Stella Blöndal, 2002; Wang og Eccles, 2012).

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Tengd vefslóð: 
  • http://netla.hi.is/serrit/2013/rannsoknir_og_skolastarf/005.pdf
Samþykkt: 
  • 1.4.2014
URI: 
  • http://hdl.handle.net/1946/17504


Skrár
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