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Opiskelumotivaatio ja VALMA-nuorten hakeutuminen jatkokoulutukseen
Abstract
Tässä tutkimuksessa tarkastellaan ammatilliseen koulutukseen valmentavissa (VALMA) opinnoissa opiskelevien keskisuomalaisten nuorten opiskelumotivaation, kouluhyvinvoinnin ja heidän saamansa sosiaalisen tuen yhteyttä toisen asteen koulutukseen hakeutumiseen. Analyyseissa hyödynnettiin vuosina 2016 ja 2017 kerättyjä kyselyaineistoja, jotka yhdistettiin Tilastokeskuksen rekisteritietoihin opiskelijoiden päätoimesta ja valtionveronalaisista tuloista vuosi kyselyyn osallistumisen jälkeen. Tulokset osoittivat, että suomenkielisillä opiskelijoilla oli heikompi opiskelumotivaatio vieraskielisiin opiskelijoihin verrattuna, mikä voi johtua suomalaisten opiskelijoiden nuoremmasta iästä. Kun tilastollisissa malleissa vakioitiin opiskelijoiden väliset erot demografisissa taustaominaisuuksissa, erityisesti tehtävää välttelevä suoritusstrategia (epäonnistumisen ennakointi ja tehtävien välttely) ennusti NEET-ryhmään kuulumista vuosi kyselyyn osallistumisen jälkeen, erityisesti miehillä. Opiskelu- ja työuran suunnittelumotivaatio oli myös yhteydessä lisääntyneeseen toisen asteen koulutuksen hakuaktiivisuuteen vieraskielisillä nuorilla.
Kuvittele, että olet tekemässä tieteellistä tutkimusta ammattikasvatuksen alalla. Eläydy tilanteeseen ja kerro,miten lähdet toteuttamaan tutkimusta: millaista aineistoa keräät?
Tutkimuksessa selvitettiin, miten ammatillisen koulutuksen ensimmäisen
vuosikurssin opiskelijat kokevat siirtymän peruskoulusta toiselle
asteelle ja millaista tukea he toivoisivat siirtymän aikana. Teoreettisen
tarkastelun kehyksenä käytettiin ekologista lähestymistapaa ja siirtymää
tarkasteltiin kolmiosaisena jatkumona, jossa yksilö on niin sanotussa
liminaaliprosessissa. Tutkimusaineisto (N=94) kerättiin sähköisellä kyselyllä
ja se toteutettiin monimenetelmäisesti. Määrällistä aineistoa analysoitiin
kuvailevilla tilastollisilla menetelmillä ja laadullista aineistoa tematisoitiin
teoriaohjautuvasti. Avointen vastausten perusteella tuen tarpeiden pääteemat
vaihtelivat siirtymäprosessin aikana. Tuen tarpeet voidaan jakaa tiedollisiin
tarpeisiin, psykososiaalisen tuen ja arjen hallinnan tarpeisiin sekä opintoihin
liittyviin tuen tarpeisiin. Siirtymäprosessin aikana eniten tukea kaivattiin
stressinhallintaan, opintojen suunnitteluun ja jännittämiseen. Näillä tuen
tarpeilla oli yhteys sukupuoleen siten, että tytöt kaipasivat tilastollisesti
merkitsevästi useammin tukea kuin pojat. Kaikista suurimpina tuen antajina
nuorille olivat läpi siirtymäprosessin vanhemmat ja ystävät. Kaksi eniten
tukea antavaa ammattiryhmää olivat opinto-ohjaajat ja luokanvalvojat/
omanohjaajat. Noin kolmannes opiskelijoista ei kokenut tarvitsevansa
tukea lainkaan. Lisäksi noin kolmanneksella vastaajista ei ollut selkeää
mielikuvaa itseä koskevien tietojen siirrosta oppilaitosten välillä. Tulokset
auttavat hahmottamaan ekologisessa lähestymistavassa tarkasteltavien eri
kasvuympäristöjen ja niiden yhteistyön merkitystä siirtymävaiheen kannalta.
Background
Parental involvement is positively associated with students’ educational success. However, research shows that levels of involvement and participation vary considerably, depending on parents’ social and economic resources. Understanding more about the kinds of involvement that matter to students themselves is important, as it may help to determine how best to support those from less advantageous backgrounds.
Purpose
The aim of this study was to investigate which forms of parental involvement students in upper secondary education (age 16–18) who were defined as vulnerable highlight as important for their achievement at school.
Method
The study was based on the analysis of semi-structured interviews with 25 students in the second year of upper secondary vocational education and training (VET) in Norway. Based on their grades, the students were identified as being at risk of not completing upper secondary education. The majority of the students had an immigrant background and came from families with low socioeconomic resources. The interviews were transcribed and analysed using a reflexive thematic analysis approach.
Findings
The students acknowledged different forms of parental involvement as a major explanation for their success in school. Five themes were identified by the analysis: social psychological support, supervision of schoolwork, practical support, high expectations and aspirations, and obligation and gratitude towards parents. The students’ narratives reveal different kinds of parental involvement practices that are not restricted to parents who hold higher levels of education or who are familiar with the educational system. In addition, their narratives also reflected their need for encouragement and motivation, their need for practical support in everyday school life, and their appreciation of clearly expressed expectations regarding education.
Conclusions
The findings from this study contribute to the field by describing the specific forms of parental involvement that matter in the eyes of students identified as vulnerable. Furthermore, the findings emphasise the importance of identifying the particular needs of each student and supporting all parents as empowered participants in their children’s education.
This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.
Background
Academic buoyancy refers to students’ ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students’ beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students’ learning‐related expectations and behaviours.
Aims
This study investigated to what extent academic buoyancy predicts students’ failure expectations, avoidance behaviour, and task‐oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours.
Sample
A total of 845 Finnish students in the sixth grade of primary school.
Methods
Self‐report data for academic buoyancy and academic emotions in the autumn semester and learning‐related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning‐related expectations and behaviours.
Results
The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task‐oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour, and high hope was associated with high task‐oriented planning.
Conclusions
The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
The few existing studies on the association between debt problems and crime have suggested that the two are correlated, but the causal nature and direction of this association has been unclear. By using longitudinal register data (N = 20,696) from Finland on young adults’ debt default and crime, we examine the potentially reciprocal association between debt problems and crime with both cross-sectional and longitudinal models. Debt problems and crime have a strong association in the data, which persists after controlling for several measures of socioeconomic status. The longitudinal analyses using fixed-effects regression models show that levels of crime are higher during periods of debt enforcement, ruling out stable between-person heterogeneity as the sole cause. The final analysis examining the exact timing of new debt defaults and crime shows signs of a mutually reinforcing association; the rate of newly enforced debt increases in the months preceding the first crime leading to a conviction and continues to increase afterward mostly because of criminal monetary sanctions left unpaid. The conclusion of the analysis is that debt problems have a dynamic association with criminal offending. We discuss the difficult barrier that unpaid debts pose to offenders seeking to desist from criminal activity in the current Finnish context.
This study focused on investigating the extent to which the achievement and attributional strategies individuals deploy influence their success in dealing with the transition from school to work, and whether their success or failure in this particular would have consequences for the kinds of strategy they deployed later in life. Two hundred and fifty young adults filled in the Cartoon-Attribution-Strategy Inventory, a revised version of Beck's Depression Inventory, and a work status questionnaire at the beginning of the last spring term of their curriculum, four months after their graduation, and a year and a half after it. The results showed that the deployment of maladaptive strategies, such as passive avoidance, led to problems in dealing with the transition from school to work. In turn, young adults' problems in dealing with this transition decreased their use of self-serving causal attributions, which was also found to lead to increased depressive symptomatology. Copyright © 2002 John Wiley & Sons, Ltd.
We study the effect of secondary education on criminal behavior of young men in Finland. We exploit admission cut-offs in over-subscribed programs and estimate the effect of gaining access to a) any secondary school vs no access, b) general vs vocational school, and c) selective vs less selective general school. Our results show that admission to any secondary school has a sizeable negative effect on the propensity to commit crime. There are no effects at the other two margins. The negative effects at the extensive margin are largest in the years following school admission and result in a reduction of the probability of ever committing crime rather than simply delaying the onset of crime. Our results suggest that keeping youth at school at a critical age has effects that last beyond years where effects on enrollment are observed.
This study aimed to examine associations between motivation, emotion, and task performance in simulated achievement situations. A group of sixth grade students (n = 190) completed an achievement task. Situational information on task value, success expectations, emotions, effort, task performance, and causal attributions was collected and information on subsequent academic achievement was obtained from school registers. The results showed, first, that high task value, high expectancy of success, and high positive emotions before a task contributed to a higher level of effort during the task. This, in turn, was related to better task performance. Second, high expectancy of success predicted increased positive emotions during the task, and these in turn, were related to better task performance. Conversely, high negative emotions during the task were related to poorer task performance. Third, high task performance was related to higher levels of effort, higher attributions of success to ability, and increased positive emotions after the task. Finally, both high task performance and attributions of success to ability were related to better subsequent academic achievement.
This paper analyzes the nonmarket benefits of education and ability. Using a dynamic model of educational choice, we estimate returns to education that account for selection bias and sorting on gains. We investigate a range of nonmarket outcomes, including incarceration, mental health, voter participation, trust, and participation in welfare. We find distinct patterns of returns that depend on the levels of schooling and ability. Unlike the monetary benefits of education, the benefits to education for many nonmarket outcomes are greater for low-ability persons. College graduation decreases welfare use, lowers depression, and raises self-esteem more for less-able individuals.
A vast amount of research is devoted to identifying factors that predict early school leaving. However, there is no simple explanation because the results show that young people leave education prematurely for various reasons, such as their level of school involvement, their background characteristics and different school systems. This article investigates the importance of school motivation, self-efficacy and the characteristics of students and their families for completing school and examines students in the vocational and academic tracks separately. With a focus on school completion, this study is guided by the following research question: Do students who obtain an upper secondary diploma have greater motivation and stronger beliefs about their abilities than those who choose to leave early? When adjusting for background characteristics, the results indicated no, or a relatively low, relationship between school motivation/self-efficacy and completion. The most predictable variable is prior school performances, particularly for students in the vocational track.
Why do more-educated workers experience lower unemployment rates and lower employment volatility? Empirically, these workers have similar job finding rates but much lower and less volatile separation rates than their less-educated peers. We argue that on-the-job training, being complementary to formal education, is the reason for this pattern. Using a search and matching model with endogenous separations, we show that investments in match-specific human capital reduce incentives to separate but leave the job finding rate essentially unaffected. The model generates unemployment dynamics quantitatively consistent with the data. Finally, we provide novel empirical evidence supporting the mechanism studied in the paper. This article is protected by copyright. All rights reserved.
The education of children of immigrants is an important aspect of the integration of immigrant groups into receiving societies. This article focuses on the first transition in the Finnish education system. Two aspects are analysed: continuation versus dropping out and choice of upper secondary school type (general versus vocational). Results suggest that children of immigrants tend to have a higher probability of dropping out of education at this transition than the majority. However, this can largely be explained by prior school achievement and family resources. Controlling for these, only some first-generation groups are left disadvantaged. Second-generation students with very low prior school achievement or a father outside the labour force are also at an increased risk of dropping out. These drop-outs may be seen as discouraged students. The picture is more positive for choice of general school. After similar controls, most children of immigrants have a higher probability of choosing general school than the majority. The difference is greatest for the non-European second generation and for students with below-average prior school achievement. Together with the results for drop-out, this points to an avoidance of vocational schools by some ethnic minority groups.
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