Browsing by Author "Ylönen, Kirsi-Marja"

Subject of this research is the personal goals of young upper secondary level vocational students. Vocational students at upper secondary level are not a very popular research subject, and in research literature they are often treated problem-oriented as drop-outs or at risk of drop-out. The aim of this research was to highlight young vocational students as active subjects who are future-oriented in their studies and at work. Next research questions were asked in this study. What kind of personal goals do students set, and how do the goals change during the studies? How do students differ from each other, when the significance of the goal set is regarded? Which factors supported students and which factors stressed them during the studies? How do vocational students assess the significance of personal goal concerning work among other personal goals of? What kind of goal profiles it is possible to separate on the strength of self assessment of personal goals? Theoretical framework of this research is situated at the field of personality research, and there in the range of personal goals research. In the theoretical framework motivated future oriented thinking and acting in ecological environment is regarded through Brian Little s social ecological model of personal goals. The conscious set personal goals represent motivated future oriented thinking and acting in human life. The context where vocational students study has an essential position in the theoretical review. The research frame is a follow-up study, and research data is gathered in May 2011 and in February-March 2012. The research subjects (10) were upper secondary level students of social welfare and health care. They were aged 16-19 years and had started their studies after comprehensive school. The research data was gathered with Likert-scaled personal goal assessment form and semi-structured interview. The data was analysed with both quantitative and qualitative methods. The goal contents were peculiar to typical role expectations in adolescence, and the goal contents were linked to present studies, social relationships with friends and family. Goals did not change much during the period of follow-up. Goals related to studies were important to students, but the significance of the goal was personal. The third of the students preferred goal concerning studies to goal to sustain social relationships with friends. Students felt primarily comfortable at school due to social relationships. Students enjoyed being at school. Unsupportive atmosphere in the classroom reduced enjoying and motivation too. Students appreciated the support they had got at school. The work was present in job placement and short-term work. Three different goal profiles were distinguished: determined (6) and unsure (2) students and those pursuing many goals simultaneously (2).