How Children Choose High Schools: The Role of Career Self-Efficacy and Academic Performance / Kako učenici biraju srednje škole: Uloga samoučinkovitosti u odlučivanju o karijeri i školskog postignuća

Abstract

Despite its relevance and potential long-term consequences for each individual, the process of students' transition from elementary schools to high schools has still not been sufficiently explored nor understood. Therefore, the present study was conducted with the goals of describing how students make decisions regarding their future high schools and establishing the contribution of individuals' earlier school achievement and own perception of such achievement for their career decision self-efficacy and expectations regarding high schools. In addition, the study aimed to determine the relevance of career decision self-efficacy for the explored decision-making process. The obtained results indicate the correlation between students' evaluation of own academic performance, but not their objective school achievement, and their evaluation of personal efficacy in career decisionmaking. Perceived academic control, as well as students' knowledge of potential occupations and the world of work in general, were revealed as significant predictors of their career decision self-efficacy. Furthermore, career decision self-efficacy and perceived academic control were identified as significant predictors of students' high school expectations. The obtained results confirm the relevance of developing students' career competencies that are crucial for the formulation of more positive expectations and a more active engagement in choosing their future high schools.

Education for sustainable agricultural development: Case study of Agricultural Secondary school Mate Balota in Poreč

“…Kako bi se učenike moglo kvalitetno usmjeravati i motivirati potrebno je shvatiti proces odabira srednje škole. Bubić i Ivanišević (2016) analiziraju način na koji učenici donose odluku o upisu te zaključuju da je to odluka koju učenik donosi nakon dužeg perioda promišljanja, a koja se sastoji se od niza manjih odluka. Za njeno donošenje potrebna je procjena vlastitih želja i mogućnosti odnosno profesionalna zrelost učenika da sukladno svojoj dobi donese informiranu odluku o svojoj karijeri (Savickas, 1984).…”

“…U tom procesu učenik prolazi kroz sljedećih pet faza: planiranje, istraživanje, prikupljanje informacija, donošenje odluke i orijentiranost prema realitetu (Super,1983). Također, Bubić i Ivanišević (2016) Kao motiv upisa prestaju biti financije ili pritisak roditelja iako je moguće da će kod neodlučnih učenika prevladati impulzivne odluke temeljene na ovakvim ekstrinzičnim motivima. Kod učenika koji su unaprijed znali koju će školu odabrati, zapažena je viša razina znanja o svijetu rada te pozitivna očekivanja od srednje škole uvjetovana boljom informiranošću.…”