Implicit Sense of Academic Futility : An Unexpected Burden From Lower Secondary Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10435220" target="_blank" >RIV/00216208:11410/21:10435220 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=M1a-mPywc9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=M1a-mPywc9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/00131245211063880" target="_blank" >10.1177/00131245211063880</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Implicit Sense of Academic Futility : An Unexpected Burden From Lower Secondary Education

Popis výsledku v původním jazyce

Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students&apos; beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers&apos; distrust of students&apos; capabilities.

Název v anglickém jazyce

Implicit Sense of Academic Futility : An Unexpected Burden From Lower Secondary Education

Popis výsledku anglicky

Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students&apos; beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers&apos; distrust of students&apos; capabilities.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA18-19056S" target="_blank" >GA18-19056S: Faktory ovlivňující kognitivní a nekognitivní výsledky žáků ve středním odborném vzdělávání. Úloha pocitu akademické marnosti a kultury školy</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education and Urban Society

ISSN

1552-3535

e-ISSN

1552-3535

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

15. 12. 2021

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

23

Strana od-do

1-23

Kód UT WoS článku

000732538300001

EID výsledku v databázi Scopus

2-s2.0-85121450642