Browsing by Subject "koulupudokkuus"

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  • Virva-Auvinen, Elisa (Helsingin yliopisto, 2021)
    Tiivistelmä - Referat - Abstract The purpose of this master’s thesis is to find out views of young adults attending workshop activities. This research intends to find out how school experiences have affected their lives and their further education and employment. This research is based on the earlier known connection between school dropout and the process of social exclusion and aims to find out more on the possible role of special education in this process. The research group was chosen to include young adults who attend workshop activities because it is very likely that they have had risk factors for social exclusion present in their lives. The research material consisted of seven theme interviews that were analysed by using theme analysis. The interviews included conversation about school motivation, teachers, further education and choosing a profession, substance abuse, the significance of friends and family and learning difficulties. The informants were 21 to 29 years old and they all attended workshop activities in a quite small town in southern Finland. The informants had ended up in workshop activities due to unfinished second-degree education or long-term unemployment. The research showed that both school and free time related factors had had an influence on the informants’ lives. Especially learning difficulties, social support, substance abuse, bullying experiences at school, teachers, the sense of not belonging to school and friends turned out to be significant factors. All together the informants didn’t seem to think school experiences were the most important factors in life, but the research material still showed signs of school being able to influence the life paths of youngsters by at least giving some directions for the road.
  • Lappalainen, Hanna (Helsingfors universitet, 2009)
    The objective of this study was to find factors that could predict educational dropout. Dropout risk was assessed against pupil's cognitive competence, success in school, and personal beliefs regarding self and parents, while taking into account the pupil's background and gender. Based on earlier research, an assumption was made that a pupil's gender, success in school, and parent's education would be related with dropping out. This study is part of a project funded by the Academy of Finland and led by Professor Jarkko Hautamäki. The project aims to use longitudinal study to assess the development of pupils' skills in learning to learn. The target group of this study consisted all Finnish speaking ninth graders of a municipality in Southern Finland. There were in total 1534 pupils, of which 809 were girls and 725 boys. The assessment of learning to learn skills was performed about ninth graders in spring 2004. "Opiopi" test material was used in the assessment, consisting of cognitive tests and questions measuring beliefs. At the same time, pupils' background information was collected together with their self-reported average grade of all school subjects. During spring 2009, the pupils' joint application data from years 2004 and 2005 was collected from the Finnish joint application registers. The data were analyzed using quantitative methods assisted by the SPSS for Windows computer software. Analysis was conducted through statistical indices, differences in grade averages, multilevel model, multivariate analysis of variance, and logistic regression analysis. Based on earlier research, dropouts were defined as pupils that had not been admitted to or had not applied to second degree education under the joint application system. Using this definition, 157 students in the target group were classified as dropouts (10 % of the target group): 88 girls and 69 boys. The study showed that the school does not affect the drop-out risk but the school class explains 7,5 % of variation in dropout risk. Among girls, dropping out is predicted by a poor average grade, a lack of beliefs supporting learning, and an unrealistic primary choice in joint application system compared to one's success in school. Among boys, a poor average grade, unrealistic choices in joint application system, and the belief of parent's low appreciation of education were related to dropout risk.
  • Törnblom, Milla (Helsingin yliopisto, 2021)
    The aim of this study is to examine factors of school engagement among students who are in foster care and have applied for secondary education. Education is seen as bringing people both cultural, social and economic capital. It is hoped that these elements are acting as anti-exclusion elements in a young student’s life. School engagement is an ongoing process that includes a functional, emotional and cognitive dimension. According to several studies, adolescents in care, are significantly less attached to school than the rest of the age group. Adolescents in foster care do not continue their secondary education as often as their peers. School engagement is influenced by the previous school experiences of adolescents in foster care, the support by the family, students’ cognitive ability and the place of foster placement. The study was conducted as a semi-structured individual interview with five 16–17- year-old students who are in foster care. The interview material was analyzed by theory-based content analysis.The factors of school engagement of adolescents in foster care were found in all school engagement areas. The adolescents who continued their studies had no absences from primary school, had friendships at school, and received support from the counselors of the child welfare institution. Friends, clear plans for the future and a desire to end foster care were motivational reasons why they go to school. Applications for upper secondary studies were made with the assistance of instructors or teachers from the Child Welfare Department. Early school leaving is a challenge for both individual and society. The aim is to impact it by raising the compulsory school age. The research results highlighted the importance of study interest in engagement to studies. Now and in the future, even better study guidance is needed to find the right and interesting line of education for young people after primary school. From a school context, supporting the placement of young people in care should take into account the young person's whole social environment. Teachers should face every vulnerable young person as every meeting would be a form of support for the young person.
  • Vuori, Vanessa (Helsingin yliopisto, 2015)
    The target of this research was to find out experience of students in vocational education concerning early school leaving among students who has dropped out. Other target was to find out underlying reasons for early leaving the school. I also was interested in life stories and current life situation of those early school leavers. Drop out phenomenon has perceived as a problem in terms of the waist of appropriations and the delay in the transition from school to working life. Early school leaving in secondary education has considered as remarkable risk of eventual exclusion. Previous studies show that the risk to become school dropout already arises during primary school. Academic success and school satisfaction in primary school has a great effect on one's studies and how much they enjoy to study in that school. Also puberty, home conditions in general and motivation have an impact on eventual school dropout. The research questions were: What kind of experience lead to student's decision to quit studies in Ypäjä Hevosopisto? How did the students experience dropping out? What were the reasons why a student applied for studies in Ypäjä Hevosopisto? What is the life situation of each student like nowadays? This study was a case study with three drop outs. I interviewed every dropout student separately by thematic interview. The cases had started their studies after year 2010 in Ypäjän Hevosopisto and then, eventually, dropped out. Everybody studied in triple decree. I also interviewed the current study advisor in Ypäjä Hevosopisto in order to get another viewpoint. First I transcribed all interviews and then analyzed them by using theory based content analysis. I categorized the answers first to upper and then to subordinate concepts. The result of the study was that any case was not dropping due to factors that appeared in earlier studies. All the cases were students with success and high motivation. The most important reason for dropping out was some sad and unexpected coincidence. Two students quitted because of injuries and one student was distressed due to life in the student dormitory.