Vocational Students' Perceptions of Self-Regulated Learning in Work-Based VET

Autor/inn/en	Pylväs, Laura; Nokelainen, Petri; Rintala, Heta
Titel	Vocational Students' Perceptions of Self-Regulated Learning in Work-Based VET
Quelle	In: Vocations and Learning, 15 (2022) 2, S.241-259 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pylväs, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-022-09286-8
Schlagwörter	Vocational Education; Student Attitudes; Independent Study; Work Experience Programs; Foreign Countries; Apprenticeships; Learning Strategies; Goal Orientation; Strategic Planning; Self Evaluation (Individuals); Social Support Groups; Feedback (Response); Self Efficacy; Help Seeking; Finland + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schülerverhalten; Selbststudium; Ausland; Apprenticeship; Lehre; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Strategy; Planning; Strategie; Planung; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Finnland
Abstract	This study's aim is to examine vocational students' perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants' self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students' cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants' efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students' SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students' learning and self-efficacy were underlined in the self-reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01