Differential Developmental Pathways of High School Dropouts and Graduates

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

“…On the other hand, the endeavor for success is also connected with the fear of failure and susceptibility to problems in well-being, such as stress and fatigue (Tuominen-Soini, 2012). There are also comparative studies between graduates and drop-outs and their developmental school paths (Barrington & Hendricks, 1989;Ehrenreich et al, 2012;Hickman et al, 2008;Matute-Bianchi, 1986;Jimerson, Anderson, & Whipple, 2002;Osborne & Walker, 2006;Stearns & Glennie, 2006). Studies have found out that both the aforementioned are developmental processes, and not just singular events (Alexander, Entwisle, & Horsey, 1997;Garnier, Stein, & Jacobs, 1997;Jimerson, Anderson, & Whipple, 2002).…”

“…Balancing between the demands of general upper secondary education and one's own resources can lead to committed studying or fatigue. While commitment and drive predict successful transition to higher education and further one's chances of graduating in time, perceived fatigue in general upper secondary education makes all this difficult and is connected with prolonged studies as well (Geiser & Santelices, 2007;Hickman et al, 2008;Salmela-Aro, 2011;Warburton, Bugarin, & Nuñez, 2001). Indeed, Finnish educationalists have expressed their concern over the prolonged general upper secondary education studies: belated graduation predicts the same in higher education and shorter periods of employment Salmela-Aro, 2011).…”

Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

“…Nor is the purpose of this study to argue that Finnish students' motivation, skills, and well-being could be improved just by analyzing teaching and teachers' work. Curricula and learning goals, contents, and evaluations (see Määttä & Uusiautti, 2012a), the larger educational systems and collaborations (Waters, 2011), as well as other social and cultural factors, such as families' social status and parents' education (see Hickman, Bartholomew, Mathwig, & Heinrich, 2008;Norberg-Schonfeldt, 2008;Warburton, Bugarin, & Nuñez, 2001) have their own role in directing students' expertise, well-being, and attitude to school and learning.…”

Cultural Capital Efficacy in Parental and Student Aligned Expectations for Postsecondary Matriculation

“…Cultural deprivation, in which inequality manifests and is defined through family circumstances, employment, and education, requires more than financial assets (Lindsey, 2003, p.89); assets alone are not the sole determinants for success (Zhan & Sherraden, 2011;Kim & Sherraden, 2011). While studies have tended to focus somewhat exclusively on income, assets, and parental education, some recent research has offered insights into mediating or confounding elements and conditions, such as family-related expectations, that are meaningful in leveling the educational playing field (Hickman, Mathwig, & Heinrich, 2008;McCarron & Inkelas, 2006;Zhan & Sherraden 2011;Kim & Sherraden 2011;Huang et al, 2010). This point is made even while recognizing that income and assets are highly correlated with other affective factors, such as parental and child expectations.…”