Year Of Upper Secondary Education Research Articles

Bidirectional associations between maternal homework involvement, adolescents' academic motivation, and school well-being.

This study examined bidirectional associations between mothers' homework involvement (autonomy support and psychological control in homework situations), Finnish adolescents' academic motivation (intrinsic motivation, extrinsic motivation, amotivation), and school well-being (school satisfaction, school-related stress) across the transitions to lower and upper secondary school. The sample consisted of Finnish adolescents (n = 841; 457 girls; age 12 at T1) and their mothers (n = 652; T1). The results showed that increased levels of maternal psychological control in Grade 7 predicted adolescents' decreased school satisfaction in Grade 9 but only indirectly via increased amotivation. In turn, adolescents' increased levels of school satisfaction decreased maternal psychological control via increased intrinsic motivation within Grade 9 and the first year of upper secondary education. Taken together, more knowledge and understanding should be provided to mothers to help them to support adolescents' motivation and school well-being in more optimal ways. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment

In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement, self-concept of ability in literacy, task value in literacy, and symptoms of school burnout (cynicism and exhaustion) were assessed at the end of comprehensive school. Information concerning their educational track during the first year of upper secondary education was derived from self-reports and information concerning the completion of upper secondary education were collected from school registers. The results indicated that PISA reading achievement, self-concept of ability in literacy, cynicism, and exhaustion were unique determinants of educational track choice after comprehensive school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths. Educational relevance statementThe analyses of the present data showed relatively modest predictive value on the part of PISA performance for adolescents' later educational outcomes. The results of the present longitudinal study suggested that PISA reading score does not predict the completion of upper secondary education but that it is a unique predictor of educational choice after comprehensive school over and above other predictors in the model, suggesting that the explanation for the impact of PISA reading on educational track choice is not due to gender, parental socioeconomic status, or motivational or well-being factors. In addition to the PISA reading test score, a high self-concept in literacy and also symptoms of exhaustion increased the likelihood of attending general upper secondary school, whereas symptoms of cynicism increased the likelihood of attending vocational school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths.

The role of psychological flexibility and socioeconomic status in adolescent identity development

This study examined the roles of psychological flexibility and socioeconomic status (SES) in adolescents' identity development during the transition from lower secondary school to upper secondary education. Psychological flexibility was measured using the Avoidance and Fusion Questionnaire (AFQ-8; Greco et al., 2008) and identity processes were measured with the Dimensions of Identity Development Scale (DIDS; Luyckx et al., 2008). SES was assessed using the educational level of the highest-educated parent. The sample comprised 885 adolescents who answered surveys in Grade 9, as well as in the first and third year of upper secondary education. The results showed, first, that psychological flexibility was both concurrently and prospectively related to adolescents' identity formation (exploration in breadth and commitment making) as well as to their identity evaluation (exploration in depth, identification with commitment, ruminative exploration) processes. Second, the higher SES adolescents had, the more they had exploration in breadth and exploration in depth in the first year of upper secondary education. Thirdly, associations of psychological flexibility with commitment making and identification with commitments were stronger for adolescents with a higher SES than for adolescents with lower SES. The results suggest that psychological flexibility may play a key role in adolescents’ identity development during critical educational transitions.

Exploring L2 English Proficiency and Translation of Academic English Vocabulary

Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen & Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages who also have appropriate translations of Germanic origin for this vocabulary. Interestingly, previous studies have indicated that proficient Norwegian-speaking students taking tertiary studies made extensive use of Graeco-Latin cognates when translating academic English vocabulary, but research has yet to expand this investigation to upper secondary students and across proficiency levels. Therefore, the current study investigated if Norwegian-speaking students (N= 132) in their first year of upper secondary education produced Graeco-Latin cognates when translating academic English. Findings showed extensive use of L1 Latinate cognate forms to translate the English target words. However, less proficient learners had significantly fewer cognate translations and significantly more untranslated target words than more proficient learners. Findings suggest that in-class instruction raising awareness of Graeco-Latin cognates in academic English may be worthwhile, especially for less-proficient learners.
 Keywords: Academic vocabulary, cognates, translation, English language learners, vocabulary knowledge, proficiency, educations

When Earthquakes Meet COVID-19 Pandemic: The Effects of Simultaneous Large-scale Crises on Psychological Functioning of Adolescents in the Final Year of Upper Secondary Education

When Earthquakes Meet COVID-19 Pandemic: The Effects of Simultaneous Large-scale Crises on Psychological Functioning of Adolescents in the Final Year of Upper Secondary Education

A guided online ACT intervention may increase psychological well-being and support school engagement in adolescents

ObjectiveThe aim of the present study was to investigate the extent to which initial levels and changes in ninth-grade adolescents' (n = 243) psychological well-being were associated with their school engagement after the transition to upper secondary education. In addition, we investigated whether a brief guided online acceptance and commitment therapy (ACT) intervention program delivered during ninth grade was associated with adolescents’ subsequent school engagement through changes in their psychological well-being. MethodLatent growth modeling (LGM) was used to examine the levels of and changes in well-being during ninth grade. Next, school engagement (measured by school satisfaction and dropout intentions) at the first year of upper secondary education was added to the model as a distal outcome variable. Finally, we examined the indirect effects of an online ACT intervention on subsequent school engagement through changes in psychological well-being. Effects of gender and academic achievement were controlled for in all analyses. ResultsA higher level of life satisfaction at the beginning of ninth grade predicted higher engagement in upper secondary education, whereas increased depressive symptoms during ninth grade predicted lower engagement in upper secondary education. Also, participation in the brief guided online ACT intervention during ninth grade promoted school satisfaction through decreased depressive symptoms. ConclusionsThe results suggested that psychological well-being and changes in psychological well-being during the final year of basic education are associated with school engagement after the transition to upper secondary education. The results also suggested that a brief guided online ACT intervention may increase psychological well-being, which can, in turn, support later school engagement.

Å velge bort læring i skolen til fordel for læring i praksis: En casestudie om veien frem til fagbrev via praksisbrev

This article focuses on the training practice scheme, a two-year apprenticeship scheme that was implemented as a measure to reduce dropouts from vocational education and training (VET). After completing a two-year apprenticeship, apprentices may continue their training to obtain a full trade certificate. In this article, we examine how the scheme contributes to inclusion in regular VET. Based on interviews with ten apprentices who continued their education and training in a regular apprenticeship after a two-year apprenticeship, and interviews with their supervisors in apprenticeship training, this article presents two case studies. The apprentices’ narratives about school reveal negative educational experiences, feelings of disengagement, failure and exclusion, leading both of them to withdraw from school and construct an identity as practically-oriented learners. During the first year of upper secondary education, both were offered a two-year apprenticeship in sales. The two case studies show how practice-oriented learning provided opportunities to experience success and mastery, a sense of belonging, and the feeling of being members of communities of practice. The article argues that these experiences contributed to a shift in the apprentices’ self-view and thereby created opportunities for learning and motivation to continue education and training.

Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?

A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.

Tracking and political engagement: an investigation of the mechanisms driving the effect of educational tracking on voting intentions among upper secondary students in France

ABSTRACT Many scholars argue that the practice of educational tracking exerts a distinct effect on young people’s political engagement. They point out that students in academic tracks are becoming more politically engaged than those than those in vocational ones, and suggest that this may be due to differences across tracks in the curriculum, pedagogy, peer environment or student self-confidence. The current paper aims to investigate whether tracking is related to political engagement through any of these four mechanisms. It uses survey data collected among students in the final year of upper secondary education in France and employs a stepwise multilevel analysis to explore this question. It finds little differences between tracks in the curriculum and in pedagogy relevant for political engagement. Students in academic tracks nonetheless express a stronger commitment to vote than those in vocational ones. This difference between tracks disappears when the social composition of the school population is taken into account, suggesting that the peer environment is the primary mechanism driving the effect of tracking in France. However, in contexts with greater variation between the tracks in curriculum and pedagogy, the latter may well be equally or more important mechanisms.

Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value

Expectancy-Value Theory predicts that expectancy of success and subjective task value (STV) underlie differences in motivation and achievement. This study investigated how gender and SES related to achievement mediated by expectancy of success, STV, and their interaction. The sample consisted of 396 participants in their final year of upper secondary education. Self-report measures were completed of expectancy, STV, gender and socio-economic indicators. These were linked to exit examination grades (A Levels). Only parental education was directly related to achievement however gender and SES were indirectly linked to student grades through expectancy, STV, and the expectancy-STV interaction. Males, students with a higher level of parental education, and students from households with a higher number of possessions, all performed better in their examination due to higher expectations; higher STV amplified these relations. Gender and SES differences in achievement can be partly explained by psychological factors, namely students’ expectations of success and STV.

Being Able to Stay or Learning to Stay: a Study of Rural Boys\u2019 Educational Orientations and Transitions

This study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study

This study uses longitudinal mixed methods data to examine patterns of dropout among a cohort of 1305 Honduran rural youth from the time they were in 6th grade to the age of 20. Based on our analysis of household and student surveys and in-depth interviews, we find that dropout is a major problem, particularly during transition years and during the first year of upper secondary education. Dropout results from the accumulation of push and pull factors that lead students to question whether it is worthwhile to stay enrolled, as they lack opportunities to convert their schooling into valued outcomes.

Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

Development of Participation in and Identification With School: Associations With Truancy

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

BackgroundThe study of emotional intelligence (EI), demographics, and family factors of adolescent high school students allows us to appraise adolescents’ skills for their academic and vocational training. The objectives of the study focus on whether there is any relationship between context variables such as gender, age of parents, or work activity, and self-perception of emotional intelligence.MethodologyThis study sampled 11.370 participants, aged between 12 and 17 years, in the 7th and 9th years of fundamental education, and the 3rd year of upper secondary education. Data from this study comes from students enrolled in the SESI schools of the City of Sao Paulo. To examine the data, we applied the TMMS-24 test to statistical analysis where gender relates to the three dimensions of perceived emotional intelligence (PEI): attention, clarity, and emotional repair.ResultsThe results obtained allow us to show how teenagers are perceived with respect to three dimensions: attention, clarity and emotional repair, and thereby extrapolating the need to continue the promotion of emotional education in schools.ConclusionsOur findings suggest that the application of the Brazilian version of the TMMS-24 in training programs in PEI must consider a whole series of sociocultural aspects. These aspects should start with a series of initial measures that allow for the perceptions of participants to be observed, and to extend onward to influence the willingness of the beneficiaries to participate in this type of intervention. Provided the intervention is anchored in a solid theoretical base, and executed under a rigorous study, its efficacy can be verified.

EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD

Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.

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

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.

Working While Studying: A Bad Decision?

I analyze the effect of working while studying on the performance of Spanish students in upper secondary education. Using education and labor histories, I construct the students’ grade performance as passing, repeating, or dropping out. I estimate the effect of working while studying from the first year the students are enrolled through their year of graduation. I find that working while studying substantially reduces the probability of passing and increases the probability of repeating or dropping out during their first year of upper secondary education. Not accounting for selection into working while studying would lead to underestimating the detrimental effect of working. Sensitivity analysis shows that the results are robust.

Trapped in the Genres - A student's writer development in the subject of Danish. On possibilities and restrictions of narratives in Danish Upper Secondary Education

ABSTRACTSince the reform of Upper Secondary School in 2005 in Denmark, genre writing has been mandatory in the L1 subject. In the predefined genres, argumentative reasoning, textual analysis and disciplinary knowledge are given high priority, whereas creative or narrative reasoning and writing are not part of the curriculum. In this article, the writer development of a student participant will be investigated, focusing on how narrative nonetheless becomes present in his assignments and how he negotiates the predefined genres he is supposed to write in the L1 subject. The main focus of this study is to explore how on the one hand narrative is a resource for writer development and disciplinary knowledge and on the other hand becomes part of the student’s writer identity and identification with an exploratory student position. The empirical data consists of interviews and assignments, collected through the student’s 3 years of upper secondary education. In conclusion, it is argued that narratives should be part of the L1 curriculum, as narratives have the potential to provide more holistic writer development and to contribute to disciplinary knowledge.

The Native-Migrant Gap in the Progression into and Through Upper-Secondary Education

In this paper we follow the students that took the PISA 2012 test in Switzerland and analyze their transition into and progress in upper-secondary education. We observe a substantive difference in the rate of progress between natives and students with a migration background. One year after leaving compulsory school, the gap between the natives and migrants that are on-track - entering the second year of upper-secondary education - is 15 percentage points. Observable differences in cognitive and non-cognitive skills can explain the gap in the success rate within upper-secondary education, but cannot fully explain the difference in the transition rate into upper-secondary education. More refined analyses present results that are consistent with the hypotheses of differences in tastes, aspirations and incomplete or inaccurate information about the education system explaining the gap in the transition into post-compulsory education.