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 Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift

2021 ◽  
Vol 11 (1) ◽  
pp. 71-96
Author(s):  
Sylvi Thun ◽  
Linn Thøring ◽  
Lisbeth Øyum
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Theory ◽  
Education Programme ◽  
Practical Experience ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Industrial Company

The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

Type of social participation and identity formation in adolescence and emerging adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 277-287
Author(s):  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Social Participation ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Transitive Orientation

Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

scholarly journals MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 80-101
Author(s):  
Jailani Jailani ◽  
Heri Retnawati Heri Retnawati ◽  
Nidya F. Wulandari ◽  
Hasan Djidu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Mathematical Literacy ◽  
Lower Secondary School ◽  
School Students ◽  
Literacy Proficiency ◽  
10Th Grade ◽  
Upper Secondary

The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.

Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students

2015 ◽  
Vol 16 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Katerina Salta ◽  
Dionysios Koulougliotis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Determination ◽  
Upper Secondary School ◽  
Motivation To Learn ◽  
Age Group ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Science Motivation

In educational research, the availability of a validated version of an original instrument in a different language offers the possibility for valid measurements obtained within the specific educational context and in addition it provides the opportunity for valid cross-cultural comparisons. The present study aimed to adapt the Science Motivation Questionnaire II (SMQ II) for application to a different cultural context (Greece), a different age group (secondary school students) and with a focus on chemistry learning. Subsequently, the Greek version of Chemistry Motivation Questionnaire II (Greek CMQ II) was used in order to investigate Greek secondary school students' motivation to learn chemistry for the first time. The sample consisted of 330 secondary school students (163 boys–167 girls), of which 146 were in lower secondary school (14–15 years old) and 184 were in upper secondary school (16–17 years old). Confirmatory factor analyses provided evidence for the validity of Greek CMQ II, as well as for configural, metric and scalar invariance, thus allowing meaningful comparisons between groups. The five motivation components of the original instrument namely grade motivation, career motivation, intrinsic motivation, self-efficacy, and self-determination were confirmed. Gender-based comparisons showed that girls had higher self-determination relative to the boys irrespective of the age group. In addition, girls in lower secondary school had higher career and intrinsic motivation relative to the boys of the same age group. Age-based comparisons showed that lower secondary school students had higher grade motivation relative to upper secondary school students.

scholarly journals Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Enni Paul ◽  
Camilla Gåfvels
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Multimodal Interaction ◽  
Video Sequences ◽  
Upper Secondary School ◽  
School Students ◽  
Central Aspect ◽  
Upper Secondary

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

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