A Phenomenological Analysis of the Self-Regulatory Behaviours of a Group of Young Adults in a Vocational Education and Training Business Program

Autor/inn/en	Liveris, Christine; Cavanagh, Rob
Institution	Australian Association for Research in Education (AARE)
Titel	A Phenomenological Analysis of the Self-Regulatory Behaviours of a Group of Young Adults in a Vocational Education and Training Business Program
Quelle	(2012), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1324-9320
Schlagwörter	Foreign Countries; Vocational Education; Business Education; Young Adults; Self Control; Adult Students; Student Behavior; Help Seeking; Time Management; Study; Self Concept; Feedback (Response); Phenomenology; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Vocational Education Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Wirtschaftserziehung; Wirtschaftspädagogik; Young adult; Junger Erwachsener; Selbstbeherrschung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Student behaviour; Schülerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Studies; Studium; Selbstkonzept; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Ausbilder; Australien
Abstract	National Vocational Education and Training (VET) reforms have resulted in an increasing proportion of young adults in VET programs in Western Australia. A challenge for practitioners is to help them develop skills and attributes to facilitate lifelong learning. A need for further research into the self-regulation behaviour of this cohort has been identified. The primary research question was: What are the self-regulation behaviours of a group of 18-24 year olds while preparing a business assessment? Specifically: What were their help-seeking behaviours? How did they manage their time and study environment? This phenomenological study was concerned with understanding self-regulation behaviour as it was perceived by eight VET business students and their teachers. Semi-structured interviews were undertaken after submission of a written task. Quality control was achieved through a combination of data from participant and teacher interviews, and the researcher's interpretations. The self-regulatory behaviours of these learners were dependent on a range of factors. Findings provide the basis for further research into personality and self-regulation behaviour; learning difficulties and self-regulation behaviour; and the impact of technology distractions on time and effort. This paper outlines the background, methodology, results and conclusions of this investigation. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10