Do Two Weeks in a Learning Camp after Ninth Grade Make a Difference? Experiences of Demotivated Boys with an Increased Risk of School Dropout
Permanent lenke
https://hdl.handle.net/10037/34978Dato
2024-02-28Type
Journal articleTidsskriftartikkel
Peer reviewed
Sammendrag
School dropout may have important negative consequences for the individual as well as
for society. Because school grades in lower secondary education are essential for the completion of
upper secondary school, remotivating demotivated ninth graders with an increased risk of dropping
out seems vital. This study focuses on the experiences of Norwegian ninth grade boys at a learning
camp aimed at preventing school dropout through increasing school engagement, learning, and
well-being before tenth grade. We interviewed 17 of the 29 participants in one particular camp
to study their experiences and analyze how they were related to the theoretical underpinning
of the camp. The participants described the learning camp as a motivation boost, focusing on
experiences with academic progress and increased self-regulation, factors aligning with central
theoretical underpinnings of the intervention. The participants placed “connecting with others”, as
in peers and teachers, among the top two factors that contributed to their re-motivation, well-being,
and academic progress.
Forlag
MDPISitering
Ramsdal, Wynn. Do Two Weeks in a Learning Camp after Ninth Grade Make a Difference? Experiences of Demotivated Boys with an Increased Risk of School Dropout. Behavioral Sciences. 2024;14(3)Metadata
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