Search results for "Comprehensive school"
showing 10 items of 72 documents
Adolescents’ preparedness and motivation across the transition to post-comprehensive education
2017
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents' transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents' school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students' transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students include…
Achievement strategies at school: types and correlates
2002
In this study we made an effort to identify the kinds of strategies adolescents deploy in achievement context in an unselected sample of Swedish adolescents. The participants were 880 14-15-year-old comprehensive school students (399 boys and 481 girls) from a middle-sized town in central Sweden. Six groups of adolescents were identified according to the strategies they deployed. Four of them, i.e. optimistic, defensive pessimistic, self-handicapping and learned helplessness strategies, were similar to those described previously in the literature. The results showed that membership in the functional strategy groups, such as in mastery-oriented and defensive pessimist groups, was associated …
Achievement strategies in peer groups and adolescents' school adjustment and norm-breaking behavior.
2006
The present study examined the extent to which the achievement strategies deployed by adolescents, and those used by their peers would predict adolescents' school adjustment, academic achievement and problem behavior. The participants were 287 14-15-year-old comprehensive school students (121 boys and 165 girls) from a middle-sized town in central Sweden. The results showed that not only the maladaptive strategies used by adolescents, but also those reported by their peers predicted adolescents' norm-breaking behavior, low school adjustment and low level of achievement: high levels of failure expectations and task-avoidance among adolescents' peers were positively associated with adolescent…
The role of educational track in adolescents' school burnout: a longitudinal study.
2008
Background Transition from comprehensive school to later educational tracks is challenging for many adolescents. The present three-wave longitudinal study conducted in Finland considers this issue from the perspective of school burnout. Aims The study investigated the extent to which school-related burnout (exhaustion, cynicism, and feelings of inadequacy) changes during the transition from comprehensive school to an academic or vocational track. Sample The participants of the present study were 658 ninth graders, who filled in questionnaires twice during their final term of comprehensive school and once after the transition to post-comprehensive schooling. Methods The participants filled i…
Gendered pathways in school burnout among adolescents
2011
The aim of this study is to examine differences in student burnout by gender, time status with two time points before and after an educational transition, and educational track (academic vs. vocational). The definition of burnout is based on three components: exhaustion due to school demands, a disengaged and cynical attitude toward school, and feelings of inadequacy as a student (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). A total of 770 Finnish adolescents (M age = 16) were examined at the beginning of their last year in comprehensive school, and three times annually during their secondary education both on academic and vocational tracks. Among boys on the academic track, overall school…
Quality of School Life in the Finnish Comprehensive School: a comparative view
1996
Abstract The article attempts to answer the questions of how Finnish students experience the quality of school life as a whole and how students’ well‐being and social interaction in the Finnish comprehensive school compare with some other countries on the basis of extensive international comparative data. First, the concept ‘quality of school life’ and the self‐assessment instrument are described. Second, the validity of the instrument is explored. Next, the results of the assessment are first discussed from the national and then from the international perspective, comparing the data collected as a sub‐survey of the IEA Study of Reading Literacy in March 1991. The Finnish school is contrast…
Health Promotion in Schools
2015
In the past two decades, an increasing number of school-based mental health programs and services have been developed and implemented. In this overview, quantitative reviews of prevention and intervention programs targeting adolescent obesity, drug use, smoking, alcohol consumption, and aggressive and violent behaviors such as bullying are presented. Research into the effectiveness of comprehensive school health programs provides evidence of the positive influence of these programs on student health behaviors. However, conditions that initiate and maintain effective school health promotion programs depend on several school-based organizational and program implementation factors. Therefore, …
Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Thro…
2005
This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or CLIL. CLIL refers to all those diverse programmes, including some forms of immersion and bilingual education, where a foreign language is a medium of instruction, affecting the entire learning process of the learner. Thinking and content learning in CLIL manifests itself as analogical CLIL reasoning systems, based on two languages, and is assumed t…
Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences
2015
Mathematical thinking and problem solving are essential parts of learning mathematics described in the Finnish National Core Curriculum for Basic Education. Evaluations on both have been done at national and international level. However, in a request for deeper understanding of pupils’ mathematical thinking we need to move beyond paper tests. This paper is a first look into the mathematical thinking of two Finnish girls, Emma and Nora, in their final year of Finnish comprehensive school. After solving a real-life situated problem in a classroom, the girls talk about mathematics and problem solving in an interview. The focus of the analysis is on the learning objectives, core content and fin…
Adolescents' future education-related personal goals, concerns, and internal motivation during the “Towards Working Life” group intervention
2010
For adolescents, the transition from comprehensive school to post-comprehensive education is one of the most important in this life phase. Future education-related personal goals, concerns, and related internal motivation are assumed to play key roles in a successful transition. The “Towards Working Life” group method was developed, among other objectives, to enhance internal motivation towards education-related goals, and to increase the number of personal goals and concerns related to future education. A total of 1034 ninth graders from comprehensive school were randomized into 25 intervention groups and control groups. A week-long group intervention, which took place at school, showed th…