Abstract
Based on interviews with and questionnaires completed by upper secondary school pupils (n = 27) from academic and vocational programmes, respectively, the present paper focuses on some of the social and individual conditions that precede the individual decision-making process in education transitions. The paper shows that an organic view of decision-making is in better accordance with observations than is a hierarchical view, and thus supports previous research claiming that pragmatic rationality (based on habitus and reflexivity) plays a more important role in students’ decision-making processes than does instrumental rationally.
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