Off-time higher education as a risk factor in identity formation

2013 ◽  
Vol 44 (3) ◽  
pp. 299-309 ◽  
Author(s):  
Konrad Educational Research Institute, War ◽  
Radosław Kaczan ◽  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
Transition To Adulthood ◽  
Formal Education ◽  
Full Time ◽  
School Students ◽  
Identity Statuses ◽  
Post Secondary ◽  
University Studies ◽  
Part Time

Abstract One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.

Identity status and emotion regulation in adolescence and early adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 288-298 ◽  
Author(s):  
Paweł Jankowski
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Secondary School ◽  
Identity Formation ◽  
Early Adulthood ◽  
Identity Status ◽  
Upper Secondary School ◽  
Identity Statuses ◽  
Post Secondary ◽  
Upper Secondary

Abstract The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

Adult Outcomes of Justice Involved Indigenous Youth

2020 ◽  
pp. 215336872097344
Author(s):  
Kelley J. Sittner ◽  
Michelle L. Estes
Keyword(s):  
Criminal Justice ◽  
Criminal Justice System ◽  
Transition To Adulthood ◽  
Low Income ◽  
Justice System ◽  
Structural Changes ◽  
Early Adulthood ◽  
Full Time ◽  
Socioeconomic Outcomes ◽  
Post Secondary

Juvenile arrest serves as a critical turning point in the life-course that disrupts the successful transition to adulthood and carries numerous consequences including diminished socioeconomic status. Despite their disproportionately high rates of contact with the criminal justice system (CJS), Indigenous people’s experiences remain largely invisible in extant research. Further, colonization has left them in an extremely marginalized position in terms of social, economic, and political power, which is compounded by CJS involvement. In the current study, we apply propensity score matching to investigate whether being arrested in adolescence impacts early adult socioeconomic outcomes (i.e., education, employment, and income). Data come from the Healing Pathways project, a longitudinal, community-based participatory study of North American Indigenous young people that includes eight waves of data in adolescence and three waves in early adulthood. We find that being arrested at least once in adolescence is associated with higher rates of unemployment, not completing high school, and low income, and lower rates of full-time employment and post-secondary education in young adulthood (mean age = 26.2 years). Criminal justice system involvement widens existing socioeconomic disparities, and remedying these consequences requires changes in how CJS policies are enacted as well as larger structural changes to address significant inequities in income, education, and employment for Indigenous people.

Parenting stress and self-reported discipline strategies of Kenyan caregiving grandmothers

2003 ◽  
Vol 27 (6) ◽  
pp. 505-512 ◽  
Author(s):  
Paul Odhiambo Oburu ◽  
Kerstin Palmérus
Keyword(s):  
Parenting Stress ◽  
Social Determinants ◽  
Formal Education ◽  
Basic Education ◽  
Full Time ◽  
Total Stress ◽  
Behaviour Modification ◽  
Part Time ◽  
The Mean ◽  
Child Age

The present study examined the discipline methods used and personal and social determinants of power assertive strategies amongst 113 part-time and 128 full-time adoptive grandmothers of Kenyan children aged 1–10 years. Most of these children had been orphaned by AIDS. Evidence obtained from the study suggested that these caregivers’ employment of power assertive strategies were linked to the total stress experienced, educational attainment, and child age but not to the gender of children adopted. The results also indicated a higher prevalence of the assertive and behaviour modification strategies amongst participants over the mean age of 62 years, respondents having basic education (1–12yrs), and those dealing with transgressions of children aged 6 years and above. Coercive verbal forms of control were mainly used by younger grandmothers, or caregivers of children aged less than 6 years. The least preferred inductive strategies were employed by younger respondents, persons lacking formal education, or those dealing with children of both gender aged below 6 years. These findings suggested that the antecedents of power assertive strategies lay both within personal and contextual factors.

Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

1976 ◽  
Vol 69 (5) ◽  
pp. 352-357
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Elementary School Students ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Teaching Approaches ◽  
School Students ◽  
Post Secondary ◽  
Negative Findings

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.

I. The United Kingdom

1979 ◽  
Vol 1 (1) ◽  
pp. 49-57 ◽  
Author(s):  
I.S. Simpson
Keyword(s):  
United Kingdom ◽  
Formal Education ◽  
Information Science ◽  
Scientific Information ◽  
High Standard ◽  
Full Time ◽  
The United Kingdom ◽  
Back Ground ◽  
Part Time ◽  
Time Courses

The evolution of information science in response to the demand for scientific information is discussed as a back ground to the development of part-time and full-time courses in the United Kingdom to provide a formal education for information scientists. The work of the Institute of Informa tion Scientists in evaluating courses and maintaining a high standard of entry to the profession is also treated.

scholarly journals "No better than the Feminazis;" Emancipatory Potential in the Contradictions and Complexities of Young People's Understandings of Politics, Gender and Work

2021 ◽  
Author(s):  
◽  
Victoria Thompson
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Subjective Experience ◽  
Full Employment ◽  
Care Work ◽  
Full Time ◽  
School Students ◽  
Unpaid Care ◽  
Gender And Work

<p>The intersecting politics of gender and work influence the changing nature of work itself, and how it is experienced. Unemployment, underemployment, precarity, and overwork, along with issues concerning unpaid care work and housework, impact upon an increasingly significant and disparate group of people. This warrants a critical reflection on assumptions concerning the creation of fixed identities around occupations. The emerging workforce is especially affected by the fact that “good” jobs (full-time, decently paid careers) are increasingly difficult to find, and at the same time, the scarcity of long-term jobs can cause people to be more committed to the workplace to ensure the security of ongoing employment.This further complicates the focus on full employment as a perceived marker of gender equality; not to mention the implications of an increased commitment to formal employment on the dual-wage labour market (such as housekeepers and nannies) and unpaid care work. However, literature concerning the feminist challenging of work and other approaches to the theorisation of work, as well as how perceived changes to work influence the future/emerging workforce, is currently limited. This research will, accordingly, focus on these areas. In this thesis, I am interested in examining the nature of political engagement, and how it is affected by changes to the prioritisation of time, access to material resources, and the dwindling of a fixed occupational identity. Of specific interest is how these wider issues are perceived by young people (secondary school students in New Zealand), rather than the subjective experience of people currently in the workforce. Young people are often characterised as having straightforwardly adopted the norms and values of neoliberalism, as opposed to being politically engaged. This research is made up in equal parts from theoretical and empirical components. Firstly, the theoretical work of Autonomist Marxists Michael Hardt and Antonio Negri, and feminist economic geographers Katherine Gibson and Julie Graham (known as J.K Gibson-Graham) provide a framework that allows young people’s engagement with politics to be recognised and understood as multifaceted, meaningful and agent-driven. Secondly, findings from focus group research conducted with secondary school students highlights the socially-generated nature of knowledge itself, bringing language that young people use to discuss these issues to the forefront. Combining these two modes of analysis highlights the complexities and nuances of young people’s understandings of these issues, advancing theory on how young people engage politically.</p>

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