scholarly journals Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Author(s):  
Natasha Ridge ◽  
David Dingus ◽  
Sarah Han
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

The Students–Professors Problem—The Reversal Error and Beyond

2021 ◽  
pp. 1-37
Author(s):  
Uffe Thomas Jankvist ◽  
Mogens Niss
Keyword(s):  
Mathematical Modeling ◽  
Mixed Methods ◽  
Empirical Study ◽  
Secondary Students ◽  
Mixed Methods Design ◽  
Problem Statement ◽  
Upper Secondary ◽  
Reversal Error ◽  
The Impact ◽  
Error Types

Abstract This paper first introduces and reviews the existing research on the well-known “students–professors (S/P) problem”, which was first formulated in 1979. Next, it presents an empirical study of Danish upper secondary students’ answers to two mathematical modeling versions of the S/P-problem; a mathematization version (296 students), and a de-mathematization version (658 students). Besides reproducing several previously reported findings, e.g., the so-called reversal error, the study identifies new error types not previously reported in the literature. The mathematical modeling perspective adopted, along with a mixed-methods design, give rise to new potential explanations of the reversal error as well as explanations of the new error types. Our study shows that interpreting the linguistic formulation of the S/P-problem statement is not only related to language but is intrinsically of a mathematical – and cognitive – nature as well. Altogether, there is still more to be said about the S/P-problem forty years after its emergence. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610104.

scholarly journals Holland's Secondary Constructs of Vocational Interests and Career Choice Readiness of Secondary Students

2007 ◽  
Vol 28 (4) ◽  
pp. 205-218 ◽  
Author(s):  
Andreas Hirschi ◽  
Damian Läge
Keyword(s):  
Career Choice ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Planning ◽  
Career Aspirations ◽  
Vocational Interests ◽  
Vocational Identity ◽  
Assessment Practice ◽  
Content Domain ◽  
Counseling And Assessment

Abstract. This study examined the relationship between the secondary constructs of Holland's (1997) theory of vocational interests and career choice readiness (career maturity) attitudes with 358 Swiss secondary students. The hypothesis was tested that the secondary constructs consistency, coherence, differentiation, and congruence are measures for the degree of vocational interest development. Thus, they should belong to the content domain in career choice readiness and should show meaningful relations to career-choice readiness attitudes. The hypothesis was confirmed for congruence, coherence, and differentiation. Interest-profile consistency showed no relation to career-choice readiness attitudes. Vocational identity emerged as a direct measure for career-choice readiness attitudes. Realism of career aspirations was related to career-choice readiness attitudes and coherence of career aspirations. Profile elevation was positively connected to more career planning and career exploration. Differences between gender, ethnicity, and school-types are presented. Implications for career counseling and assessment practice are discussed.

scholarly journals A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

2018 ◽  
Vol 40 (1) ◽  
pp. 49-65 ◽  
Author(s):  
David W. Putwain ◽  
Diahann Gallard ◽  
Joanna Beaumont
Keyword(s):  
Early Intervention ◽  
Secondary Students ◽  
Intervention Group ◽  
Wait List ◽  
Control Groups ◽  
Wait List Control ◽  
Upper Secondary Education ◽  
Academic Buoyancy ◽  
Upper Secondary ◽  
The Impact

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability.

scholarly journals The impact of the COVID-19 school closure on adolescents' use of mental healthcare services in Sweden

2021 ◽  
Author(s):  
Helena B Svaleryd ◽  
Evelina Bjorkegren ◽  
Jonas Vlachos
Keyword(s):  
Mental Health ◽  
Secondary Schools ◽  
Secondary Students ◽  
Mental Healthcare ◽  
Healthcare Services ◽  
School Closure ◽  
Behavioral Disorder ◽  
Upper Secondary ◽  
The Impact ◽  
Upper Secondary Schools

Background School closures used to contain the COVID-19 pandemic may have negative impacts on students' mental health but credible evidence is scarce. Sweden moved upper-secondary students to remote learning but, as the only country in the OECD, kept schools at lower levers open throughout the pandemic. Methods Using nationwide register data, we estimate the difference in the use of mental healthcare services between upper- and lower-secondary students during the pandemic, and relate this to the same group difference prior to the pandemic. For the main analysis, this difference-in-difference approach is applied to the period April-June 2020 when upper-secondary schools were fully closed. We also study the periods July-December 2020 when upper-secondary schools were largely open, and January-March 2021 when they were partially closed. We study the impact on all contacts with hospitals and specialist psychiatric care due to mental and behavioral disorder, as well as prescriptions for antidepressants, insomnia, and ADHD drugs. Findings Compared with expected rates, the use of mental healthcare services among upper-secondary students fell by -3.71 [CI95 -5.52 to -1.91] cases per 1000 during April-June 2020, largely due to a reduction in depression and anxiety-related diagnoses (-1.49; CI95 [-2.36 to -0.63]) and prescriptions (-1.80; CI95 [-2.93 to -0.68]). This reduction in the use of mental healthcare services corresponds to a 4.36% CI95 [-6.47 to -2.25]) decrease compared to the level prior to the pandemic. The decrease compared to expected rates persists through July-December 2020 (-3.55%; CI95 [-5.38 to -1.71]) and January-March 2021 (-5.23%; CI95 [-7.24 to -3.21]). The reduction is stronger among students in the 2nd (-5.06%; CI95 [-8.02 to -2.09]) and 3rd (-4.86%; CI95 [-8.19 to -1.53]) year of upper-secondary school. The decrease is concentrated to students who was not in contact with mental healthcare services earlier in the academic year (-16.70%; CI95 [-22.20 to -11.20]). The relative reduction is largest for unplanned care (-13.88%; CI95 [-19.35 to -8.42]) and care at emergency units (-18.19%; CI95 [-26.44 to -9.92]). Interpretation Closing upper-secondary schools in Sweden reduced use of mental healthcare services. There is no indication of this being due to reduced accessibility. In a setting with no strict lockdown, moving to online teaching for a limited period did not worsen mental health among students in upper-secondary schools.

Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students

2020 ◽  
Vol 43 (3) ◽  
pp. 277-298 ◽  
Author(s):  
Sophia Rodriguez ◽  
Hannah Lieber
Keyword(s):  
Secondary Students ◽  
Career Success ◽  
Positive Association ◽  
Entrepreneurship Education ◽  
The United States ◽  
Project Based Learning ◽  
Career Readiness ◽  
Noncognitive Skills ◽  
Education Programs ◽  
The Impact

Background: Career-focused education programs in the United States increasingly emphasize 21st century workplace readiness. These programs use project-based learning to develop a holistic, noncognitive skillset linked to an entrepreneurial mindset. Purpose: This study assesses the relationship between entrepreneurial mindset development and students in entrepreneurship education programs compared with other career-focused academies. Methodology/Approach: Using a quasi-experimental design, entrepreneurial mindset was measured in two matched groups of students from underserved communities at the beginning and end of the school year. Additional analyses were conducted to assess the impact of career-focused education on student outlook of career readiness. Findings/Conclusions: Students in entrepreneurship education showed an overall statistically significant increase in entrepreneurial mindset, specifically in communication and collaboration, opportunity recognition, and critical thinking and problem-solving. Moreover, there was a positive association between entrepreneurial mindset gains and perceptions of future career success. Implications: This study paves the way for more rigorous research on linkages between career-focused education and noncognitive skills and suggests that entrepreneurship education may be effective in developing noncognitive skills linked to career success.

scholarly journals The Impact of a Youth Development Program on Secondary Students’ Career Aspirations

2010 ◽  
Vol 5 (3) ◽  
pp. 75-88
Author(s):  
Bonita Williams ◽  
Jody Thompson ◽  
Tonya Taylor ◽  
Karen Eley Sanders
Keyword(s):  
Secondary Students ◽  
Youth Development ◽  
Positive Impact ◽  
Career Decisions ◽  
Career Aspirations ◽  
Development Program ◽  
Post Secondary ◽  
Youth Development Program ◽  
The Impact ◽  
Racial Ethnic

This study’s purpose determined the extent to which adolescents’ participation in a youth development program may be linked to the participants’ post-secondary education and career aspirations. One hundred and seven adolescents, ages 14-19 in grades 8-12 completed Holland’s Vocational Interest Survey and the 4-H Career Decision Survey. Ordinal regression analysis indicated participation in 4-H had a positive impact on career decisions for students who participated in 4-H for two years (p< .038) and six years (p< .001). Significant differences were apparent with 80% of the racial/ethnic groups surveyed concerning a college fair’s impact on career choice and college major determination.

An analysis of career maturity among Korean youths using latent growth modeling

2017 ◽  
Vol 38 (4) ◽  
pp. 434-449 ◽  
Author(s):  
Sung-Man Bae
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Career Counseling ◽  
Household Income ◽  
Career Maturity ◽  
Growth Modeling ◽  
Latent Growth Modeling ◽  
Latent Growth ◽  
The Impact ◽  
Over Time

This study examined the developmental trajectories of career maturity among Korean youths between late adolescence and mid-20s, and explored how career-counseling experiences, academic achievement, household income, parental involvement, and gender affected their career maturity. We used the 2,362 Youth Panel data collected between 2008–2014 by the Korea Employment Information Service. Career maturity increased linearly over time and decreased gradually after the fourth wave. Multivariate latent growth modeling revealed that a higher intercept of household income, academic achievement, and parental involvement were associated with a higher intercept of career maturity, whereas the effect of these variables on career maturity decreased over time. A higher intercept of career-counseling experiences was related to a higher intercept of career maturity. As the frequency of career-counseling experiences increased rapidly over time, so did career maturity. Career-counseling experiences and household income indirectly affected career maturity through the mediation of academic achievement. The female students’ level of career maturity was higher than that of the male students. However, this tendency decreased over time. This study’s results of the impact of career counseling on career maturity implies that schools should expand their career education and counseling programs.

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