The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education

Autor/inn/en	Holmegaard, Henriette Tolstrup; Ulriksen, Lars M.; Madsen, Lene Møller
Titel	The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.696212
Schlagwörter	Longitudinal Studies; Secondary School Students; Foreign Countries; Self Concept; Higher Education; Majors (Students); Career Choice; Student Attitudes; Decision Making; Psychological Patterns; Social Psychology; Interviews; Personal Narratives; Denmark + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Ausland; Selbstkonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Decision-making; Entscheidungsfindung; Sozialpsychologie; Interviewing; Interviewtechnik; Erlebniserzählung; Dänemark
Abstract	This paper presents the first results from a longitudinal qualitative study following 38 Danish students' choice of higher education. By using a narrative psychological framework it is shown how the choice of higher education is embedded in various dilemmas, making it difficult for the students to make meaningful choices. They believe the choice should be unique and individual and that it should correspond with who they are and wish to become. However, the analysis shows that choosing what to study after upper-secondary school is a complex ongoing and social process, rather than an isolated individual event. Implications of these results are discussed and the educational system is urged to provide room for and facilitate students' production of choice narratives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10