scholarly journals The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education

2012 ◽  
Vol 58 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Henriette Tolstrup Holmegaard ◽  
Lars M. Ulriksen ◽  
Lene Møller Madsen
Keyword(s):  
Higher Education ◽  
Longitudinal Study ◽  
Secondary Students ◽  
Identity Work ◽  
Upper Secondary

scholarly journals Young People’s Narratives of Media and Identity

2015 ◽  
Vol 36 (1) ◽  
pp. 79-93 ◽  
Author(s):  
Daniel Schofield ◽  
Reijo Kupiainen
Keyword(s):  
Secondary Students ◽  
Social Practice ◽  
Media Use ◽  
Identity Work ◽  
Learning Activity ◽  
Enabling Factors ◽  
Continuity And Change ◽  
Cultural Conditions ◽  
Upper Secondary ◽  
Media And Identity

Abstract The article explores how upper secondary students use the learning activity mediagraphy to reflect on their identity and on media as constraining and enabling factors in their social practice. In mediagraphy, the students research four generations of their own families, including themselves. They write a mediagraphy essay on the differences and similarities across the generations in media use and turning points in individuals’ lives, in addition to societal and media-related developments. Data from student products and interviews are analysed through three “identity dilemmas” that any identity claim faces: the constant navigation between 1) continuity and change, 2) sameness and difference with regard to others, and 3) agency as “person-to-world” and “world-to-person”. The findings suggest that mediagraphy is a type of identity work that can potentially help students develop an agentive identity in a time of insecurity, with rapidly shifting social and cultural conditions and increasing media density.

scholarly journals Higher education beliefs and intentions among immigrant-origin students in Italy

Ethnicities ◽  
2018 ◽  
Vol 18 (4) ◽  
pp. 603-626 ◽  
Author(s):  
Debora Mantovani ◽  
Giancarlo Gasperoni ◽  
Marco Albertini
Keyword(s):  
Higher Education ◽  
Secondary Students ◽  
Foreign Students ◽  
Tertiary Education ◽  
School Year ◽  
Upper Secondary ◽  
Level Versus ◽  
Academic School ◽  
Italian Origin ◽  
The University

The article addresses beliefs about higher education and ensuing intentions among a large sample of upper secondary school leavers in Italy, with a focus on children of immigrants. ‘Foreign’ students currently account for 7% of upper secondary students, and their incidence has been growing over time. Only a minority of non-Italian students continue their studies at the university level versus a majority of Italians. The article investigates the extent to which students of non-Italian origin differ from their native fellow students in terms of characteristics associated with a higher likelihood of enrolling in tertiary education The study draws on a survey involving over 5600 last-year upper secondary students – 525 of whom are of immigrant origin – in Italy during the 2013/14 school year. After a brief overview of the evolution and current situation of first and second generations in Italian upper secondary schooling, the text describes similarities and differences between native and non-native students with regard to a set of key features. An exploration of school leavers’ beliefs about the benefits of higher education and its link to the labour market reveals that immigrant-origin students have slightly less favourable views of higher education with respect to their Italian schoolmates. Finally, the analysis turns to school leavers’ intentions to enrol at university, which is examined via a set of binomial regression models, which suggest that immigrant-origin youths’ weaker higher education intentions are largely due to prior decisions in favour of non-academic school tracks.

scholarly journals Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

2020 ◽  
pp. 209653112097395
Author(s):  
Zhengmei Peng ◽  
Dietrich Benner ◽  
Roumiana Nikolova ◽  
Stanislav Ivanov ◽  
Tao Peng
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Secondary Students ◽  
Chinese Students ◽  
Educational Background ◽  
Moral Knowledge ◽  
Moral Action ◽  
Action Plans ◽  
Upper Secondary ◽  
Moral Competences

Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical–moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

2021 ◽  
pp. 147490412199626
Author(s):  
Nina Haltia ◽  
Ulpukka Isopahkala-Bouret ◽  
Annukka Jauhiainen
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Education Students ◽  
Educational Backgrounds ◽  
Mature Students ◽  
Academic Track ◽  
Education Community ◽  
Institutional Structures ◽  
Upper Secondary ◽  
Institutional Habitus

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

Admission to University Engineering Programs in Sweden: A Multipurpose Approach

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1125-1126
Author(s):  
Simon Wolming ◽  
Per-Erik Lyrén
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Engineering Students ◽  
Current System ◽  
Upper Secondary School ◽  
Engineering Programs ◽  
Upper Secondary ◽  
Scholastic Assessment Test ◽  
New Ideas ◽  
Admission Test

This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

The development of epistemological beliefs among secondary students: A longitudinal study.

1997 ◽  
Vol 89 (1) ◽  
pp. 37-40 ◽  
Author(s):  
Marlene Schommer ◽  
Christy Calvert ◽  
Gianna Gariglietti ◽  
Amit Bajaj
Keyword(s):  
Longitudinal Study ◽  
Secondary Students ◽  
Epistemological Beliefs
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