How do ninth-graders perceive their involvement in the most meaningful episodes of their school career?
Research output: Contribution to journal › Article › Scientific › peer-review
|Number of pages||11|
|Journal||INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH|
|Publication status||Published - 2013|
|Publication type||A1 Journal article-refereed|
This study explored students' perceived involvement in school. The data were collected from six schools around Finland. The participants were ninth graders (n 518) who were asked to take a retrospective look at their nine-year school career by completing an open-ended survey. Data were analyzed by using abductive content analysis. According to the results, the students viewed their involvement in school internally regulated and autonomous in over half of the cases (51%, f 637) but students reported almost equally involvement, which was externally regulated and pressured (49%, f 614). Most of the described episodes concerned involvement in school's academic and social processes. Involvement in co-curricular activities was almost exclusively internally regulated, as described by ninth graders.
ASJC Scopus subject areas
- Co-curricular activities, External regulation, Internal regulation, Learning, Peer interaction, Psychological needs, Student involvement, Teacher-student interaction