School-Family and Family-School Enrichment: A Study with Portuguese Working Student Parents

Andrade, Cláudia; Fernandes, Joana Lobo

doi:10.3390/educsci13101024

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…The peculiarities of the development of the basic language skills of technical students combining work and studies have not received as much attention as the features of working students' educational experience and subjective well-being. Certain job characteristics have been found to impact students' academic performance [10,11]. Students who work in their specialty learn better not only than students who do not work in their specialty, but sometimes even those who do not work at all [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

Oblova,

Gerasimova

2024

Education Sciences

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The number of technical students combining work and studies has increased recently. More and more students decide to gain professional experience as early as possible, resulting in a lower attendance rate. This is highly relevant to master’s degree students who struggle to succeed in both academic and professional activities, necessitating research into academic attainment strategies. The paper describes the types of working students, their needs in English, and proposes a way to improve their academic achievement, including English proficiency. A series of tests and an interview were administered to a sample of 363 master’s degree students learning technical English. The chi-square test, Fisher’s test and the Mann–Whitney Z-test were employed in order to assess the language skills acquired by students in blended learning and offline classes, and to validate the designed blended ESP course featuring an e-course and classroom lessons. The findings of the research indicated that working-while-studying students enrolled in the blended course made more significant progress in their English skills, particularly in reading and writing, compared to non-working students who had only traditional offline lessons. The results provide insights concerning the benefits of blended learning to ensure equal opportunities for working-while-studying students and their ways of adapting to a changing learning environment.

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Section: Introductionmentioning

confidence: 99%

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

Oblova,

Gerasimova

2024

Education Sciences

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Mature Working Student Parents Navigating Multiple Roles: A Qualitative Analysis

Andrade,

Fernandes,

Almeida

2024

Education Sciences

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Managing multiple roles is considered a major challenge that mature working student parents face when they embrace the educational pursuit of enrolling in higher education. Limited research exists on mature working student parents that identify the strategies that concur for a successful journey through their educational paths. The aim of this study is to explore the experiences of mature working student parents balancing studies, work, and family. We conducted 11 semi-structured interviews with mature students enrolled in first- and second-cycle degrees in a higher education institution in Portugal. Thematic analysis was used, and findings demonstrated that working student parents develop diverse strategies to combine work, family, and studies and these strategies are shaped by the needs they have in each role and interconnect with the activation of social support. Recommendations for researchers and institutions to support the educational pursuits of mature working student parents to best suit their needs are discussed.

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Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education

Tomé-Fernández,

Aranda-Vega,

Ortiz-Marcos

2024

Societies

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Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and self-esteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can be conditioned by factors such as race, ethnicity, or religion of the students, as well as by the environment in which they live. Therefore, it is vitally important to actively promote these skills within the school environment to ensure healthy growth and a successful future in society. In this context, the research focuses on the analysis of the social skills of intercultural students in Andalusia. Specifically, we investigated whether the White race, Castilian ethnicity, and Christian religion have any influence on these skills. To meet this objective, a quasi-experimental design was used with a non-probabilistic purposive sampling that included a sample of N = 803 intercultural students aged 6 to 12 years from schools in all Andalusian provinces. The results indicate that students of predominantly White, Castilian ethnicity, and Christian religion exhibit greater social skills compared to those of Gypsy ethnicity, Islamic religion, or no religious affiliation. These findings underscore the significant influence that culture and social environment exert on the development of social skills, which are fundamental for facilitating integration and promoting peaceful coexistence among different cultural groups.

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School-Family and Family-School Enrichment: A Study with Portuguese Working Student Parents

Cited by 3 publications

References 22 publications

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

Ensuring Equal Opportunities in an English-for-Specific-Purposes Course for Working-While-Studying Technical Students

Mature Working Student Parents Navigating Multiple Roles: A Qualitative Analysis

Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education

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