{"title":"Goal Orientation and Decision-Making in Education","authors":"Vibe Aarkrog, Bjarne Wahlgren","doi":"10.1007/s12186-021-09278-0","DOIUrl":null,"url":null,"abstract":"<p>In a project about dropout among young adults in general adult education and initial vocational education and training (IVET), it was assumed that the ability to make rational decisions has a positive impact on completing an educational programme. A central part of decision-making is the ability for goal orientation, which we have defined as setting and committing to accurate and proximate goals. Based on interviews with 31 students in general adult education and IVET, three categories of goals were identified; vague goals, accurate distant goals and accurate proximal goals. Likewise, three categories of decision-making processes were identified: ‘intuitive emotional decisions without seeking advice’, ‘intuitive emotional decisions after seeking advice’ and ‘rational decisions after seeking advice’. Our findings show that there is a link between goal orientation and degree of rationality in the student’s decision-making process. Furthermore, our findings suggest that goal orientation can be supported in three ways: by reducing complexity, through feedback and by explaining the relevance of the school subjects for reaching goals. Generally, student’s relation to and support from teachers and guidance counsellors, as well as peers and parents, are crucial to the goal orientation process.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vocations and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12186-021-09278-0","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
In a project about dropout among young adults in general adult education and initial vocational education and training (IVET), it was assumed that the ability to make rational decisions has a positive impact on completing an educational programme. A central part of decision-making is the ability for goal orientation, which we have defined as setting and committing to accurate and proximate goals. Based on interviews with 31 students in general adult education and IVET, three categories of goals were identified; vague goals, accurate distant goals and accurate proximal goals. Likewise, three categories of decision-making processes were identified: ‘intuitive emotional decisions without seeking advice’, ‘intuitive emotional decisions after seeking advice’ and ‘rational decisions after seeking advice’. Our findings show that there is a link between goal orientation and degree of rationality in the student’s decision-making process. Furthermore, our findings suggest that goal orientation can be supported in three ways: by reducing complexity, through feedback and by explaining the relevance of the school subjects for reaching goals. Generally, student’s relation to and support from teachers and guidance counsellors, as well as peers and parents, are crucial to the goal orientation process.
期刊介绍：
Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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