ПЕРЦЕПЦИЈЕ ВИСОКОГ ОБРАЗОВАЊА МЕЂУ УЧЕНИЦИМА СРЕДЊИХ ШКОЛА У ВОЈВОДИНИ
DOI:
https://doi.org/10.22190/TEME190802079LKljučne reči:
високо образовање, очекивања ученика, перцепција, бруцошки митApstrakt
Проблематика очекивања будућих студената од високог образовања, као и могућег утицаја (не)реалних очекивања на наставак и успех током школовања – добијају све више на значају у контексту савремених потреба за унапређењем квалитета високог образовања. Истраживања указују на то да перцепције и очекивања која ученици имају од студија и академског живота могу утицати на њихову одлуку о одустајању и напуштању студија, као и на академски успех и задовољство студирањем. Циљ спроведеног истраживања јесте испитивање очекивања и перцепције ученика средњих школа о високом образовању и студирању. Узорак је укључивао 1259 ученика трећег и четвртог разреда гимназија и средњих стручних школа који планирају да наставе школовање. У раду је приказана квалитативна и квантитативна анализа слободних одговора који су на основу садржаја распоређени у више категорија које су биле предмет даље статистичке обраде. Резултати указују на то да највећи број ученика од студирања очекује више труда и залагања, као и другачију организацију наставе у односу на средњу школу. Међутим, изненађујуће мали број ученика од високог образовања очекује виши ниво знања и боље запослење након завршених студија. Утврђено је и да постоје статистички значајне разлике међу ученицима у погледу очекивања у зависности од пола, узраста, врсте средње школе коју ученици похађају, као и места становања. Дискутовани су резултати са циљем разумевања и увиђања значаја феномена очекивања и разлика у перцепцијама будућих студената, ради успешније адаптације приликом транзиције из средње школе на факултет, као и превенције одустајања од студија.
Reference
Amaral, A., & Magalhăes, A. (2004). Epidemiology and the Bologna Saga. Higher Education, 48, 79–100.
Anrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131- 154.
Balloo, K., Pauli, R., & Worrell, M. (2015). Undergraduates’ personal circumstances, expectations and reasons for attending university. Studies in Higher Education, 42(8), 1373-1384.
Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43, 667–672.
Caracelli, V., & Green, J. (1993). Data Analysis Strategies for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis, 15(2), 195-207.
Church, A. T. (1982). Sojourner Adjustment. Psychological Bulletin, 91(3), 540-572.
Crisp, P. et al. (2009). First year student expectations: results from a university-wide student survey. Journal of University Teaching and Learning Practice, 6(1), 9-26.
Devlin, M. (2013). Bridging socio-cultural incongruity: conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939-949.
Dole, A. A. (1970). Stability of Reasons for Going to College. The Journal of Educational Research, 63(8), 373-378.
de Wit, H. (2007). European Integration in Higher Education: The Bologna Process Towards a European Higher Education Area. In J. F. Forest and P. G. Altbach (eds.), International Handbook of Higher Education (pp. 461-482). Dordrecht: Springer.
Drew, T. L., & Work, G. G. (1998). Gender-Based Differences in Perception of Experiences in Higher Education. The Journal of Higher Education. 69(5), 542-555. DOI: 10.1080/00221546.1998.11775150
Dyson, R., & Rank, K. (2006). Freshmen Adaptation to University Life: Depressive Symptoms, Stress, and Coping. Journal of Clinical Psychology, 62(10), 1231–1244.
Gall, T. L., Evans, D. R., & Bellerose, S. (2000). Transition to first-year university: patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology, 19, 544–567.
Ginns, P., Prosser, M., & Barrie, S. (2007). Students' perceptions of teaching quality in higher education: the perspective of currently enrolled students. Studies in Higher Education, 32(5), 603–615.
Herr, E. L. (1971). Student Needs, College Expectations, and “Reality” Perceptions. The Journal of Educational Research, 65(2), 51-56.
Hill, Y., Lomas, L., & MacGregor, J. (2003). Students' perceptions of quality of higher education. Quality Assurance in Education, 11(1), 15-20.
Jackson, L. M., Pancer, S. M., Hunsberger, M. W., & Pratt, B. E. (2000). Great Expectations: The Relation between Expectancies and Adjustment during the Transition to University. Journal of Applied Social Psychology, 30(10), 2100-2125.
Kehm, B. (2003). Internationalization in Higher Education: From regional to global. In R. Begg (ed.), The Dialogue between Higher Education Research and Practice (pp. 109-118). New York: Kluwer Academic Publisher.
Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. DOI: 10.1080/02602930701698892
Krause, K., Hartley, R., James, R., & McInnis, C. (2000). The First Year Experience in Australian Universities: Findings from a Decade of National Studies. Melbourne: Centre for the Study of Higher Education University of Melbourne. Retrieved January 15, 2018 from the World Wide Web https://www.griffith.edu.au/__data/assets/pdf_file/0006/37491/FYEReport05.pdf
Lammers, H. B., Kiesler, T., Curren, M. T., Cours, D., & Connett, B. (2005). How hard do I have to work? Student and faculty expectations regarding university work. Journal of Education for Business, 80(4), 210-213.
Leese, M. (2010). Bridging the gap: supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239-251. DOI:10.1080/03098771003695494
Longden, B. (2006). An Institutional Response to Changing Student Expectations and their Impact on Retention Rates. Journal of Higher Education Policy and Management, 28(2), 173-187.
Lowe, H., & Cook, A. (2003). Mind the Gap: Are students prepared for higher education?. Journal of Further and Higher Education, 27(1), 53-76.
Mann, S. J. (2001). Alternative Perspectives on the Student Experience: Alienation and engagement. Studies in Higher Education, 26(1), 7-19.
Merton, R. K. (1948). The Self-Fulfilling Prophecy. The Antioch Review, 8(2), 193-210.
Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45(1), 89-125.
Teichler, U. (2004). The changing debate on internationalisation of higher education. Higher Education, 48, 5–26.
Thomas, W. I., & Thomas, D. S. (1928). The child in America: Behavior problems and programs. New York: Knopf.
Pancer, S. M., Hunsberger, M. W., Pratt, B. E., & Alisat, S. (2000). Cognitive Complexity of Expectations and Adjustment to University in the First Year. Journal of Adolescent Research, 15(1), 38-57.
Parker, J. D. A., Summerfeldt, L. J., Hogan M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: examining the transition from high school to university. Personality and Individual Differences, 36, 163–172.
Pavlina, K., Zorica, M. B., & Pongrac, A. (2011). Students perception of teaching quality in higher education. Social and Behavioral Sciences, 15, 2288–2292. DOI:10.1016/j.sbspro.2011.04.095
Palfreyman, D. (2008). The legal impact of Bologna implementation: exploring criticisms and critiques of the Bologna process. Education and the Law, 20(3), 249-257.
Pascarella, E. T., & Terenzini, P. T. (1980). Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model. The Journal of Higher Education, 51(1), 60-75. DOI: 10.1080/00221546.1980.11780030
Pervin, L. A. (1966). Reality and Nonreality in Student Expectations of College. The Journal of Psychology: Interdisciplinary and Applied, 64(1), 41-48.
Pusztai, G., & Szabó, P. Cs. (2008). The Bologna Process as a Trojan Horse Restructuring Higher Education in Hungary. European Education, 40(2), 85–103.
Spady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1), 64-85.
Strategija razvoja obrazovanja u Srbiji do 2020. godine Strategy for education development in Serbia 2020, Službeni glasnik RS, br. 107/2012 (2012).
Surgenor, P. W. G. (2013). Measuring up: comparing first year students’ and tutors’ expectations of assessment. Assessment & Evaluation in Higher Education, 38(3), 288–302.
Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Јournal of Education Policy, 17(4), 423-442. DOI: 10.1080/02680930210140257
Wilcox, P., Winn, S., & Fyvie ‐ Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30(6), 707-722. DOI: 10.1080/03075070500340036
Wintre, M. G., & Yaffe, M. (2000). First-Year Students’ Adjustment to University Life as a Function of Relationships With Parents. Journal of Adolescent Research, 5(1), 9- 37.
York, M., & Thomas, L. (2003). Improving the Retention of Students from Lower Socio-economic Groups. Journal of Higher Education Policy and Management, 25(1), 63-74.
Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1), 63–75.
Zirkel, S., & Cantor, N. (1990). Personal Construal of Life Tasks: Those Who Struggle for Independence. Journal of Personality and Social Psychology, 58(3),172-185.
