How do Students Choose Their Study Courses? Qualitative Research on Motivational, Gender and Contextual Factors

Autor: Pikić Jugović, Ivana, Baranović, Branislava
Jazyk: chorvatština
Rok vydání: 2022
Předmět:
Zdroj: Sociologija i prostor : časopis za istraživanje prostornoga i sociokulturnog razvoja
Volume 60
Issue 3 (225)
ISSN: 1849-0387
1846-5226
Popis: Cilj rada bio je kvalitativnom metodom istražiti kako studenti/ce razumiju vlastiti proces odabira studija na visokoškolskoj razini. Teorijski okvir činila je teorija situiranih očekivanja i vrijednosti Eccles i sur. Istraživačka su pitanja bila: što studenti/ce prepoznaju kao glavne razloge za vlastitu odluku o odabiru studija, kako percipiraju ulogu važnih drugih osoba u odluci o odabiru studija te kako razumiju odnos rodnih stereotipa o studijima i zanimanjima te vlastitog odabira studija. Polustrukturirani intervjui provedeni su sa 44-ero studenata i studentica prve godine sveučilišnih i stručnih studija (22 djevojke i 22 mladića). Tematska analiza intervjua pokazala je da su motivacijska uvjerenja, važne druge osobe te rodni stereotipi imali različite uloge u odabiru studija. Subjektivne vrijednosti, posebno interes, percipirana korisnost i cijena truda, prepoznate su kao važni motivacijski utjecaji. Roditelji, profesori/ce te posebno prijatelji/ce utjecali su na odabir studija svojim savjetima, pružanjem informacija i podrške. Analiza rodne dimenzije pokazala je da je prisutnije shvaćanje da rodni stereotipi nisu utjecali na vlastiti odabir studija. No kada se prepoznaje utjecaj rodnih stereotipa na odabir, on je u skladu s očekivanjima teorije: studenti/ce rodno tipičnih studija navode da su izbjegavali rodno nestereotipne profesionalne odabire, dok studentica rodno nestereotipnog studija (strojarstva) opisuje važnost odbacivanja stereotipa za svoj odabir studija. Praktične implikacije rezultata odnose se na dodatno informiranje učenika/ca o sveučilišnim i stručnim studijskim programima te njihovo osvještavanje o utjecaju rodnih stereotipa na obrazovne odabire radi širenja spektra mogućih odabira studija.
The goal of the paper was to investigate, using the qualitative method, how students understand their own process of choosing a study course at the higher education level. This study was grounded in the Eccles et al.’s situated expectancy-value theory. The research questions were the following: 1) What do students recognize as the main reasons for their own course choice decision?, 2) How do they perceive the role of important others in their decision to choose a course?, and 3) How do they understand the relationship between gender stereotypes about studies and occupations, and their own course choice? A semi-structured interview was conducted with 44 first-year university students (22 young men and 22 young women). The thematic analysis of the interviews showed that motivational beliefs, important others and gender stereotypes played different roles in the choice of a study course. Subjective values, especially interest, perceived usefulness and cost of effort are recognized as important motivational influences. Parents, teachers, and especially friends influenced course choices with their advice, information and support. The analysis of gender dimension showed the prevalence of a perception that gender stereotypes did not influence one’s own study course choice. However, when the influence of gender stereotypes was recognized, it was in line with the expectations: students of gender-typical courses stated that they avoided gender non-stereotyped professional choices, while a female student of mechanical engineering described the importance of rejecting stereotypes for her decision to study a typically male course. Practical implications aiming at expanding the spectrum of possible course choices include providing additional information for pupils about study courses and raising their awareness about the influence of gender stereotypes on educational choices.
Databáze: OpenAIRE
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