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

Autor/inn/en	Simonová, Jaroslava; Vyhnálek, Jan; Dvorák, Dominik; Straková, Jana
Titel	Implicit Sense of Academic Futility: An Unexpected Burden from Lower Secondary Education
Quelle	In: Education and Urban Society, 54 (2022) 9, S.1120-1142 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonová, Jaroslava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211063880
Schlagwörter	Secondary Education; Vocational Education; Foreign Countries; Secondary School Students; Student Attitudes; Academic Achievement; Teacher Effectiveness; Grading; Trust (Psychology); Grade 9; Negative Attitudes; Czech Republic + Suchen Sie Ihr Suchwort? Sekundarbereich; Ausbildung; Berufsbildung; Ausland; Sekundarschüler; Schülerverhalten; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Notengebung; Schulnote; School year 09; 9. Schuljahr; Schuljahr 09; Negative Fixierung; Tschechische Republik
Abstract	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' 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' distrust of students' capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01