Gimnazija ili četverogodišnja strukovna škola? Osobne i socijalne odrednice odabira vrste srednjoškolskog obrazovanja

Abstract

IN CROATIAN: Integrativni teorijski modeli, poput socijalno-kognitivne teorije obrazovnih i karijernih izbora, prepoznaju brojnost i složenost odrednica ucenicke odluke o odabiru vrste srednjoskolskog obrazovanja. No, malobrojna su istraživanja u kojima se istodobno provjeravao doprinos veceg broja odrednica te odluke. Cilj ovog rada je istražiti doprinos razlicitih osobnih i socijalnih odrednica ucenickog odabira gimnazijskog ili cetverogodisnjeg strukovnog obrazovanja; obrazovnih odabira koji omogucuju izravnu prohodnost prema visokom obrazovanju. Osobne su odrednice spol, skolski uspjeh, akademska samoefikasnost, samopostovanje te cimbenici odabira srednjoskolskog obrazovanja, dok su socijalne odrednice ucenicke procjene radnog i obrazovnog statusa roditelja te srednjoskolske aspiracije roditelja za dijete. U istraživanju su koristeni podatci prikupljeni upitnicima na ucenicima 7. i 8. razreda 23 zagrebacke osnovne skole (N=784). Testiran je binarni logisticki model kojim je ispitan relativni doprinos odrednica u objasnjenju odabira vrste srednjoskolskog obrazovanja. Od osobnih odrednica ulogu u ucenickim odabirima imaju spol, skolski uspjeh i samoefikasnost. Cetverogodisnje strukovno obrazovanje cesce žele upisati mladici, ucenici/ce nižeg uspjeha i niže samoefikasnosti. Među socijalnim odrednicama ulogu imaju radna aktivnost majke i srednjoskolska aspiracija roditelja za dijete. Cetverogodisnje strukovno obrazovanje cesce žele upisati ucenici/ce cije su majke radno neaktivne, ciji roditelji žele da oni upisu cetverogodisnje strukovno obrazovanje te ucenici/ce koji nisu upoznati s aspiracijama svojih oceva za njih. Rezultati potvrđuju dosadasnje nalaze o povezanosti individualnih varijabli poput skolskog uspjeha i samoefikasnosti s namjerama ucenika vezanim za upis gimnazijskoga ili cetverogodisnjeg strukovnog obrazovanja. Među socijalnim odrednicama, aspiracije roditelja pokazale su se važnijima za djetetovu namjeru upisa vrste srednjoskolskog obrazovanja od njihova socioekonomskog statusa. --------------- IN ENGLISH: Integrative theoretical models, such as the social cognitive theory of career and academic choices, recognise the complexity of determinants of students’ decisions about the choice of secondary education. However, few studies have simultaneously examined the contribution of several determinants of this choice. This paper aims to examine the contribution of different personal and social determinants of students’ choices of grammar school or four-year vocational secondary education - educational programs that allow direct access to higher education. Personal determinants are gender, school achievement, academic self-efficacy, self-esteem, and factors related to the choice of secondary education, while social determinants are students' reports of their parents' work status, educational status, and secondary school aspirations for the child. The data were collected by questionnaires administered on 7th- and 8th-grade students in 23 elementary schools in Zagreb (N = 784). A binary logistic model was tested, examining the relative contribution of the determinants in explaining the choice of the type of secondary education. Among the personal determinants, gender, school achievement, and self-efficacy play a role in student choices. Four-year vocational education is more often chosen by male students and students with lower school achievement and lower self-efficacy. Significant social determinants are the mother's work status and the parents' secondary school aspirations for their child. Four-year vocational education is more often chosen by students whose mothers do not work, whose parents prefer their enrolment at four-year vocational education, and who are unfamiliar with their fathers' aspirations for them. The results confirm previous findings on the relationship between personal determinants, such as school achievement and self-efficacy, and students’ intentions related to enrolment at grammar school or four-year vocational education. Among the social determinants, parental aspirations have proven to be more important for their child’s intentions of enrolling at a certain type of secondary education than their socioeconomic status.