Aspirations Of Students Research Articles

Chinese international master’s students’ experiences of a retreat to support critical thinking: a positioning theory approach

ABSTRACT We report on a case study using Positioning Theory as the basis for the design of a course to support Chinese international master’s students understand and apply critical thinking (CT) within the context of higher education (HE) in the United Kingdom. Our aim was to understand the extent to which students found this helpful in their understanding and use of CT. Drawing on previous research, the retreat included direct teaching of positioning in relation to use of CT, as well as more general information on the conceptualisation and application of CT. One hundred and twenty-eight students took part in the retreat, and 14 agreed to be interviewed about their experiences. Thematic analysis of group interviews at the end of the retreat generated three themes related to the efficacy of this approach in supporting CT: early (mis)understanding of CT and self-positioning, pedagogical approaches and perceived teacher-positioning, student aspirations to be positioned as practitioners or critical researchers. Our findings support the limited calls in the literature for direct teaching of CT early in the master’s degree, taking account of the pedagogical approaches used to support this. While our students reported a linguistic misunderstanding of the term CT, the broader role of culture was also evident in their approach to CT.

EARLY MARRIAGE AS CORRELATE OF EDUCATIONAL AND VOCATIONAL ASPIRATIONS OF MARRIED FEMALE STUDENTS IN WOMEN DAY SECONDARY SCHOOL IN MAIDUGURI, BORNO STATE, NIGERIA

The study investigated early marriage as correlate of educational and vocational aspirations of married female Students in Women Day Secondary School in Maiduguri. The objectives of the study were to determine relationship between early marriage and educational aspirations of married female students in women day secondary school in Maiduguri, Borno State, Nigeria. The study further investigate relationship between early marriage and vocational aspirations of married female students in women day secondary school in Maiduguri, Borno State, Nigeria. The study adopted correlational research design to correlate early marriage, educational and vocational aspirations among married female secondary school students. The population of the study was 1,554 married female students. Three hundred and seven (307) married female students were sampled through purposive sampling technique. Questionnaire was used as an instrument for data collection. The instrument was validated and pilot tested using Cronbah’s alpha, the result of pilot test which yielded a reliability coefficient of (r = 0.97) (r = 0.93) Cronbach Alpha. The study concludes that early marriage has negative relationship with educational and vocational aspirations of female students in Women Day Secondary School in Maiduguri, Borno State. Based on the findings, Borno State Government should open functional Counselling centers in every institution, workplaces and communities to meet up students’ problems on education, economic, social and vocational. successful professionals in their desired field.

Exploring the senior high school Indigenous students’ challenges, realizations, and aspirations during the pandemic

ABSTRACT This paper delves into the challenges, realizations, and academic aspirations of 52 Indigenous grades 11 and 12 students from Surigao del Norte Manobos, Agusan del Norte Higaonons, and Agusan del Sur Banwaons in the Philippines during the pandemic. Collected through key informant interviews, the data reveal educational challenges, including difficulty in understanding lessons and lack of family support, leading to Indigenous students’ demotivation to learning. Financial issues exacerbated these challenges. The findings highlight the students’ recognition of education as crucial for breaking the cycle of poverty. Their aspirations include surviving the crisis brought about by the pandemic, preserving cultural heritage, pursuing higher education, and contributing positively to their communities. Recommendations are provided to transform them into policies addressing the academic aspirations of Manobo, Higaonon, and Banwaon students, emphasizing cultural context and unique experiences.

Towards a safe haven: Students from post‐Soviet countries pursuing education in Sweden during the COVID‐19 pandemic

AbstractThis article delves into the motivations and aspirations of students from post‐Soviet countries who opted for education in Sweden amid the COVID‐19 pandemic. In stark contrast to most nations which enforced stringent lockdown measures to curb the transmission of the coronavirus, Sweden adopted a relatively laissez‐faire approach, keeping significant sectors of society operational. While Sweden's strategy garnered considerable global scrutiny and critique, the students in this study exhibited a notable lack of apprehension regarding the global health crisis or Sweden's controversial approach to the pandemic. For these students, the COVID‐19 pandemic primarily manifested as a practical impediment to their forthcoming academic endeavours. Conversely, they perceived various enduring societal challenges in their countries of origin–such as unemployment, anxiety and distrust towards governmental authorities, and even armed conflict–as possessing a more entrenched and formidable nature, posing a greater threat to their overall well‐being. Against this backdrop, Sweden emerged as a perceived sanctuary capable of reinstating a state of ontological security, especially for the students identifying as members of the LGBTQ+ community and with political convictions frowned upon by the government of their home country. By focusing on the narratives of these individuals and adopting a conceptual framework that views ‘crisis’ as a relational construct, this study sheds light on the divergent experiences and perceptions of the COVID‐19 pandemic among international student cohorts. This approach underscores the nuanced and context‐dependent nature of their responses to the pandemic, emphasising the imperative of empirically accounting for these variations.

Navigating transitions: Vietnamese students’ experiences and challenges in the first year of higher education

ABSTRACT This qualitative research delves into the intricate transitional experiences of Vietnamese students during their first year in higher education (HE). Grounded in the dynamically shifting socio-cultural landscape of Vietnam, the study captures the narratives of 15 students, emphasising the unique challenges faced by those from the Mekong Delta region. Utilising a robust analytical blend of sociocultural theory, transition theory, and constructivist grounded theory, the research surfaces seven poignant themes. These are: (1) ‘Cultural Dislocation’, capturing the tension between traditional values and modern, global influences; (2) the ‘Struggle with Academic Independence’ highlighting the challenges of autonomous learning; (3) the intricacies of navigating ‘Interpersonal Dynamics in Diversity’ in a multicultural academic environment; (4) the evident ‘Digital Divide’ accentuating the disparities in technological access and proficiency; (5) the delicate act of ‘Balancing Commitments’ between academic pursuits and deeply rooted familial responsibilities; and (6) the profound ‘Quest for Autonomy and Identity Formation’, signifying the transformative nature of HE as a space for profound self-discovery and personal growth. While offering specific insights into the Vietnamese context, the study resonates with global academic transitions, underscoring the urgent need for holistic educational approaches that address the diverse challenges and aspirations of contemporary students.

Education Failure Education Failure: Untold Tales of Bangladeshi Transgender’s Unquenchable Educational Aspirations

This study examines the undocumented narratives around the persistent desire for education among transgender individuals in Bangladesh, highlighting the challenges they have encountered in their academic pursuits. Through an analysis of the stories provided by eight adult transgender participants, this research identifies noteworthy factors that have led to the disparity observed in the educational aspirations of transgender individuals. In conjunction with in-depth interviews and interpretive phenomenological analysis, a narrative inquiry approach was utilized to acquire a comprehensive comprehension of the participants' viewpoints regarding educational aspirations. The results of the study indicate several significant factors that contribute to the diminished educational aspirations of transgender students. The results of the study indicate several significant factors that contribute to the diminished educational aspirations of transgender students, such as falsified sex identity, social stigmas, bullying, abuse and harassment, teachers' ignorance and unhelpful behavior, economic hardship and poverty, and unfavorable learning environments. The findings have highlighted the need for more open and accepting environments for transgender children and young adults, particularly in family and educational settings. Teacher’s World: Journal of Education and Res arch, 50(1): 7-20

Career Guide Expert System for Nigerian Secondary Schools Based on Howard Gardner Categorisation of Intelligence

Career Guide Expert System for Nigerian secondary schools is an applied research targeted at developing a web-based career guidance system for students transitioning from the Universal Basic Education (UBE) Scheme to Senior secondary school (SSS). The transitioning process requires students to choose among groups of subjects (Science, Art, or Commercial) to study in SSS which ideally requires the services of counsellors. However, there is a shortage of counsellors in schools. This research will significantly address the problem of shortage of professional counsellors and inefficient associated manual career guidance, which can negatively affect the career trajectory of students. Three parameters (Howard Gardner Intelligence Categorization, Academic performance and student aspirations) were used in determining which of the three alternatives (Science, Art, and Commercial) suits a student the best. The inference engine of the Expert System was implemented using a weighted sum multiple decision criteria model to determine which alternative suits a student the most based on the data generated from the quiz attempted by a student. The system was validated by a professional counsellor who subjected the system to a test with twenty samples of student data and certified that the system was accurate. Thus, if this system is incorporated into the Nigerian educational system, it will revolutionize the career guidance process, leading to better performance of students and future career satisfaction.

Exploring Postponing Career Decisions of Indonesian Vocational Students from Biopsychososial Dimension: A Path Analysis

Career decisions encourage students to get opportunities in various career path after graduating. Procrastination in career decision-making made the chance reducted by the time their hanging decision. In wider effect, this impacts the national level of educated unemployment. Multiple factors can be a potential source of procrastination in career decisions. Exploring these factor should be considering the biopsychosocial dimension as genetic and behavior, psychological development, and social-cultural interact on the decision making process. This research aims to examine the influence and relationship between parental expectations and personal career aspirations of vocational school students in the postponing of career decisions, which is mediated by students' dependency and compromise skills. The research method uses quantitative with a non-experimental design. The data analysis technique uses path analysis. The research subjects were 450 vocational school students in East Java, Indonesia. The research results show that parental expectations mediated by dependency positively affect postponing career decision. Students' compromise skills negatively affect postponing career decision. Furthermore, personal career aspirations have a negative direct and indirect effect on the students' postponing career decisions, which is mediated by this research variable. The research results recommend that demographic and cultural exploration be carried out to compare research results comprehensively.

Exploring the impact of early exposure and mentorship on the neurosurgery career aspirations of medical students in low- and middle-income countries.

Early exposure to neurosurgery has been shown to have a positive influence on students' perceptions and attitudes towards the field of neurosurgery. This review delves into the problems faced by the neurosurgery workforce in LMICs, highlighting the necessity for local and international collaborative strategies and plans to enhance the medical education curriculum, training, and retention of neurosurgeons in their home countries. Mentorship also emerges as a crucial factor in neurosurgical career progress, narrowing the gap between theoretical knowledge and real-world practical skills, and providing guidelines in career pathways. Despite numerous benefits of early exposure and mentorship, limitations such as limited resources, inadequate elective opportunities, and negative cultural influences, hinder students' interest in neurosurgery. However, initiatives such as global outreach programs and collaborations between HICs and LMICs aim to address these challenges and improve access to mentorship and training opportunities and programs. This review recommends the integration of mentorship into career development strategies, establishing well-structured mentorship programs, and strengthening neurosurgery exposure in medical education. By implementing these recommendations, the next generation of neurosurgeons can be better equipped to address the complex challenges in LMICs, ultimately, enhancing easy access to neurosurgical care and strengthening healthcare systems.

ENTREPRENEURIAL INTENTION AMONG UNIVERSITIES STUDENTS: A GLOBAL REVIEW

The aim of this paper is to analyze the entrepreneurial aspirations of university students. Additionally, it investigates the moderating influence of entrepreneurial support systems on the relationship between entrepreneurial intentions. and factors that may affect students' inclination towards entrepreneurship. This research employed a literature-based methodology, gathering secondary data exclusively from the Emerald journal pertaining to university students. The results indicated that students' entrepreneurial intentions play a crucial role in fostering an entrepreneurial mindset among university students, leading them towards entrepreneurship. Furthermore, the inclination towards entrepreneurship is reinforced by the intention to pursue entrepreneurial endeavors, with a significant impact observed from educational support ,relational support, self-efficacy and desirability and feasibility. The study focused on exploring how university students transitioned into entrepreneurs and how fostering entrepreneurial intentions could benefit them on a global scale. KEYWORD- Entrepreneurship, Entrepreneurial intention, University Students.

A comparative analysis of career aspirations for agriculture students from rural and urban senior secondary schools

A comparative analysis of career aspirations for agriculture students from rural and urban senior secondary schools

The Impact of Social Support on the College Enrollment Aspirations of Ethnic Minority Vocational Students: A Case Study of a Modern Industrial College in Xinjiang

In recent years, China has been striving to enhance the quality of the population in ethnic minority areas, promote local talent cultivation, and accelerate local economic development by increasing investment in basic education resources and expanding enrollment in higher education. This study conducted semi-structured interviews with 27 ethnic minority students from a modern industrial college in Xinjiang to explore the influence of social support on academic aspirations. Employing qualitative research methods and drawing on the interview outline by Wang (2020), supported by Ajzen’s (1991) Theory of Planned Behavior, the study concludes that national policies, schools, teachers, and parents influence the academic aspirations of ethnic minority students. Based on these findings, the study suggests the effective implementation of relevant national policies and calls for schools, teachers, and parents to pay attention to and encourage the academic aspirations of ethnic minority students. This study inspires future scholars to pay more attention to the academic aspirations of ethnic minority students, aiming to provide them with more assistance and improve the overall education level of ethnic minority students.

Social work practicum students experiences, challenges, and aspirations during the COVID-19 pandemic

Field education is considered the signature pedagogy of social work education, yet there are numerous challenges including a shortage of field instructors and available placements and barriers to advancing equity, diversity and inclusion (EDI), which were heightened by the COVID-19 pandemic. This articles shares the results of research designed to investigate practicum students’ experiences, challenges, and aspirations during the first wave of the COVID-19 pandemic. This study aimed to answer the question: how did students’ experiences, challenges, needs, and aspirations vary due to their identity factors (e.g., gender and ethnicity), post-secondary institution (e.g., universities), and placement types (e.g., clinical/research)? To this end, a cross-sectional web-based survey was conducted to document the perspectives of BSW/MSW practicum students in Canada, with both open and close-ended questions. This article presents the survey results to two open-ended questions in three broad themes, namely mental health and wellness, students’ perception on field learning, and professional readiness. Female students across different ethnic groups reported challenges in balancing their gendered roles and responsibilities in caregiving and as a practicum student, which consequently impacted their mental health and wellness. Two major factors shaped practicum student learning, such as post-secondary institution (e.g., universities) and types of placements. Due to the pandemic, practicum students were unable to gain direct practice experience in person in their placement, which affected their perception of professional readiness. This article concludes that through an evidence-informed institutional and programmatic response and support, diverse challenges, needs, and aspirations of practicum students could be addressed to promote EDI in field education in the context of pandemics, emergencies, and disasters.

Remote secondary education retention: What helps First Nations students stay until, and complete, year 12

Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenous Tertiary Education, Curtin University and University of Notre Dame. The research focused on remote and very remote independent and Catholic schools. The findings suggest several factors encourage retention, including the supportive role of families (although questions remain on how families might also be supported to encourage their children), the quality of teachers and their teaching, specific school programs and initiatives, post-school pathways, and boarding schools. Student aspirations and motivation are also critical for retention. The findings have implications for schools, school systems, state and federal policies, and associated funding priorities.

A study on occupational aspirations of senior secondary school students of a selected school of Mandi district, Himachal Pradesh

Background: Life is full of struggles and an individual has to face numerous challenging situations where there is need to make right decisions. In the era of advancement of scientific knowledge and gradual development of materialistic outlook, it is believed that education should enable the individual to earn his living. Occupational aspirations in the early years of life influence the vocational choice in the later life, which determine individual’s success in regard to job satisfaction, productivity and adjustment. Hence this study was undertaken with a view to make an attempt to study the occupational aspirations of senior secondary school students of Mandi district. Methods: Descriptive cross-sectional survey method was used. A sample of 100 students (50 girls and 50 boys) of senior secondary level (classes XI and XII) was randomly selected from the selected Government senior secondary school. Occupational aspiration scale by Dr. J. S. Grewal was used to collect data for the study. For data analysis, percentage, mean, standard deviation and t-test were used. Results: Majority, i.e., 76% senior secondary students were found to have average occupational aspiration level. No significant difference was found in occupational aspiration level between urban and rural senior secondary students. Conclusions: Majority of senior secondary students were found to have average occupational aspiration level, thus highlighting the importance of guiding the students from secondary education stage towards selection of a right career according to their occupational aspirations.

Ambitious, misaligned, or uncertain? The occupational and educational aspirations of immigrant-origin youth in Germany

ABSTRACT Immigrant-origin students often hold higher educational aspirations than native-origin peers, accounting for socioeconomic status and school grades. The consequences of this ‘Immigrant Aspiration Paradox’ (IAP) on their socioeconomic attainment are debated. Although individuals’ occupational aspirations and how they compare with their educational aspirations (i.e. their alignment) also affect status attainment, they are understudied in the IAP literature. We contribute to the debate on the benefits of the IAP by investigating immigrant-native gaps in the level, (mis)alignment, and (un)certainty of teenage occupational and educational aspirations and their consequences on educational attainment in Germany. First, we describe immigrant-native gaps in teenage aspirations. Then, we investigate whether these differences mediate immigrant-native gaps in upper secondary attainment and tertiary enrollment. In line with the immigrant optimism theory, Asian-origin and Turkish-origin students are more likely to hold aligned high aspirations. On average, immigrant-origin students are less likely to have aligned low aspirations compared to native-origin students, and equally likely to hold misaligned or uncertain aspirations. We find that students from most immigrant-origin groups have a higher upper secondary attainment and tertiary enrollment than native-origin students, net of controls. Large portions of these advantages are mediated by the aspirations of immigrant-origin students, which we interpret as evidence of the benefits of the IAP.

Future Goal Aspirations of Students With Extensive Support Needs: Findings From NLTS 2012.

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.

Caught in the geopolitical tensions between China and the United States

Drawing on the survey data from 259 students enrolled at American universities, the study explores how recent tensions between China and the U.S. and issues of public safety would affect Chinese students’ perceptions and aspirations for American education. The findings of the research identify significant correlations between the effects of U.S. policies regarding Chinese students, concerns about U.S. public safety, and the impact of U.S. foreign policy toward China on Chinese students at American universities. Students’ responses reveal how the pursuit of an American college education remains deeply intertwined with broader societal dynamics and geopolitical realities, which challenge the aspirations of Chinese students for education abroad in an increasingly deglobalizing world.

How does participating scientific research projects affect postgraduates’ academic aspiration and interest? Grounding theory research based on six universities in H province

Participation in scientific research projects is the main way of postgraduate training, and academic aspiration and interest is an important variable affecting the quality of postgraduate training. So, how does participating in scientific research projects affect the academic aspiration and interest of master students? By interviewing 28 master students from 6 universities in H Province and using the grounded theory research method, a path model of the impact of participating in scientific research projects on the academic aspiration and interest of master students is formed: taking personal characteristics as the initial condition, important others such as tutors and research group examples and scientific research environment as the support category, and the change of graduate students' psychological state as the intermediary, Graduate students will take active or passive action strategies in scientific research activities, which will enhance or reduce their academic aspiration and interest. The change of academic aspiration and interest will react on their psychological state, forming a virtuous circle or bad circle. The model has important enlightening significance for graduate education and management.

Perceptions and Aspirations of Undergraduate Computer Science Students Towards Generative AI: A Qualitative Inquiry

This article presents a comprehensive study conducted during the spring semester of 2024, aimed at exploring undergraduate computer science students’ perceptions, awareness, and understanding of generative artificial intelligence (GAI) tools within the context of their Artificial Intelligence (AI) courses. The research methodology employed qualitative techniques, including human-subject research and focus groups, to delve into students’ insights on the evolution of AI as delineated in the seminal textbook by Russell and Norvig. The study-initiated discussions on the historical development of AI, prompting students to reflect on the aspects that intrigued them the most, and to identify which historical concepts and methodologies, perhaps even those not directly covered in their curriculum, piqued their interest. Furthermore, the dialogue encompassed the learning methodologies highlighted in the textbook, seeking students’ feedback on the strategies that have been most effective for mastering complex AI theories and their practical applications. Interdisciplinary applications of AI were also discussed, encouraging students to contemplate AI’s role beyond the realm of computer science and its potential to foster innovative solutions across various fields. Finally, the conversation shifted towards students’ personal goals and aspirations in AI, urging them to consider how their perspectives have evolved in light of technological advancements, societal needs, and ethical considerations. The findings underscore a notable gap in students’ awareness of AI’s history and its current capabilities, indicating a need for educational strategies that not only deepen understanding but also foster a broader appreciation of AI’s potential. This study contributes valuable insights into enhancing AI education and encouraging interdisciplinary innovation among the next generation of computer scientists.