Educational Decision-making Process of Repeatedly Unsuccessful VET Graduates Leading to Finishing their Upper-secondary Education

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Authors

ZÁLESKÁ Klára VENGŘINOVÁ Tereza HLOUŠKOVÁ Lenka NOVOTNÝ Petr

Year of publication 2021
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description In this contribution, we consider educational decision-making process as a part of the concept of the career decision-making when several educational alternatives are considered, and one of them is chosen (Gati & Tal, 2008; Kulcsárc et al., 2020). We understand students' decision-making process due to learning experiences (Krumboltz et al., 1976; Lent & Brown, 2013), and a process involving circumscription and compromise (Gottfredson, 1981). Previous research focuses mainly on students' future career decision-making. Based on the literature and theories, there has been suggested several aspects of the career decision-making process (those include f. e. self-exploration, environment exploration, commitment to studies, orientation to choice) (Gati & Asher, 2001; Germeijs & Verschueren, 2006; Harren, 1979; Van Esbroeck et al., 2005). But not much attention has educational research paid on the characteristics of students' decision-making as such (Galotti, 2006). Therefore, we were inspired by Scott and Bruce (1995) that suggested five decision-making styles introduced based on their research with military officers. Those aspects are rational, intuitive, dependent, avoidant, spontaneous. We see a considerable potential for the educational field in this typology. Based on mentioned, a review of the students' decision-making literature reveals a need for empirical studies investigating the characteristics and styles of the educational decision-making process leading to upper secondary school graduation, which we consider a significant step to the students' future career and lifepaths.
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