Engaging disaffected learners in Key Stage 4 through work-related learning in England

White, Caroline; Laczik, Andrea

doi:10.1080/13636820.2015.1104713

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…One fruitful avenue might be to focus on teachers and how they can apply more motivating teaching behaviour. Intervention studies on applying motivating teaching and more motivating elements in curricula based on SDT (Aelterman et al 2014;Reeve et al 2004;van der Veen et al 2013;White and Laczik 2016) show promising results in terms of fostering students' (autonomous) motivation. As our results suggest that VET students are not a homogenous group but that they are quite diverse in their reasons for studying, it seems important to tailor interventions to fit the motivational needs of different students.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…For these students, VET serves as a stepping stone towards future labour market careers or higher education (de Bruijn, Billett, and Onstenk 2017). Within different countries, students seem to struggle making a smooth transition to VET (Billett et al 2010;Brahm, Euler, and Steingruber 2014;Vugteveen et al 2016;White and Laczik 2016). In addition, studies worldwide show that several VET students experience problems to persevere which could severely impact their opportunities in successfully building their careers.…”

Section: Introductionmentioning

confidence: 99%

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Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching

Cents-Boonstra

Lichtwarck‐Aschoff

Denessen

et al. 2018

Journal of Vocational Education & Training

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There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students' motivation. The present study provides insight into VET students' motivational profiles based on selfdetermination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated. The study involved 195 VET students, from one VET college in the Netherlands. Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation. Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation. Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems. Practical implications and directions for future research are discussed.

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Section: Practical Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching

Cents-Boonstra

Lichtwarck‐Aschoff

Denessen

et al. 2018

Journal of Vocational Education & Training

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“…Teachers can temper potential feelings of incompetence experienced by pupils by adopting more sensitive classroom practices such as: (1) reconsidering language used to refer to ability sets including the amount of, and how, information about sets is shared with pupils; (2) focusing on pupils' effort over summative attainment; and (3) getting to know pupils on a personal level. At the system-level, ensuring pupils' self-esteem is not solely derived from academic success (Fisher, 2011) requires government to reform accountability measures, reducing the focus on academic attainment (e.g., as proposed by Moss et al, 2021) and broadening curricula through, for example, embracing Work-Related Learning (WRL; White & Laczik, 2016).…”

Section: How Was 'Doing Well' Reflected In Adolescents' Experiences O...mentioning

confidence: 99%

Do scores ‘define’ us? Adolescents' experiences of wellbeing as ‘welldoing’ at school in England

Clarke

2023

Review of Education

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Research exploring the educational relevance of wellbeing only tentatively confronts the ‘tension’ of expecting educators to nurture pupils' wellbeing while school effectiveness is evaluated by metrics of academic performance. Complete wellbeing includes hedonia (feeling) and eudaimonia (doing) well. Accordingly, school ‘happiness agendas’ overlook the latter, despite psychologists suggesting eudaimonia (‘welldoing’) is foundational for wellbeing, particularly in adolescence. Rooted in Aristotlean ideas of ‘living and doing well’, philosophers underline eudaimonia's educational significance. However, high‐stakes testing undermines eudaimonia, with England's performativity culture representing a barrier. Recently scholars have called for ‘stronger evidence’ documenting links between adolescent mental illness and academic pressures. The present study therefore explored 18 adolescents' (14–15 years' old) lived experiences of wellbeing in one English state school. Although existing studies document adolescents' conceptualisations of ‘wellbeing’, adolescents' lived experiences, particularly of eudaimonia and specifically in school, are comparatively absent. Interviews adopting a phenomenological approach therefore investigated (1) how adolescents experience wellbeing, and (2) what ‘doing well’ at school means to adolescents. Adolescents' welldoing experiences did not resemble eudaimonia, which involves individuals connecting with personal purpose through cultivation of their unique abilities. Instead, welldoing at school was instrumentalised as obtaining good grades. Although hedonia was reflected in adolescents' experiences, hedonia was intrinsically connected to welldoing, with mental health attributed to achieving ‘good’ or ‘bad’ grades, respectively. Recommendations include the need for wholescale integration of wellbeing into education in England, which requires (1) overhauling educational aims to focus on supporting individual flourishing as opposed to academic standards, and (2) de‐emphasising harmful performativity culture.

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“…Since the early 1980s, student disengagement has proven to be a significant policy concern for England – this focus is said to have been ‘inextricably linked to the collapse of the youth labour market in the late 1970s’ (White & Laczik, ) – and has remained, at least as an indirect focus, ever since. Drawing on data from the Longitudinal Study of Young People in England, a Government report in 2009 presented four categories of engaged/disengaged young people, with around 45% of students in year 11 (15‐ and 16‐year‐olds) identified as disengaged (Ross, ).…”

Section: Understanding Disengagementmentioning

confidence: 99%

Voices of disaffection: disengaged and disruptive youths or agents of change and self‐empowerment?

Allan¹,

Duckworth²

2018

British J Special Edu

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This article presents findings from research conducted into school disaffection in the north of England. Bourdieu's concept of capital is utilised to explore the perspectives of 14-to 16-year-old girls undertaking vocational learning as a strategy for re-engagement. Data emanate from semistructured interviews in which social and linguistic capital in school is identified as a privileged feature of a select few. Thus, within the field of education, capital facilitates student empowerment, whereupon the lack of such can lead to marginalisation, disaffection and, subsequently, disengagement. However, voice is presented as a powerful mechanism for challenging the existing inequities of compulsory schooling in England by validating unacknowledged capital, recognising agency, and thus facilitating the self-empowerment of disaffected young people. Schools are encouraged to rethink their political stance to consider the potentially detrimental impact of a discourse that validates the dominant sociocultural capital and empowers only those students whose individual dispositions align with institutional practices.

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Engaging disaffected learners in Key Stage 4 through work-related learning in England

Cited by 6 publications

References 8 publications

Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching

Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching

Do scores ‘define’ us? Adolescents' experiences of wellbeing as ‘welldoing’ at school in England

Voices of disaffection: disengaged and disruptive youths or agents of change and self‐empowerment?

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