Across the nation, systems have been put into place which are meant to improve outcomes of high school students, but not self-efficacy. The significance of conducting a qualitative study on student experience is that student’s voices and their lives are underrepresented in many of the quantitative studies in existence. Participants for this study are former secondary education high school students ages 18-19 years of age. All of these students graduated from the same network of schools between the 2017 and 2018, but attended various other public, charter, and private secondary education schools prior to the aforementioned year. The study focuses on the student experience in order to obtain participant’s perceptions of their education. The results of this study highlight how students perceive their experiences with teachers and schools, and how mattering and academic support plays a vital role in their education.
|Commitee:||Hsieh, Betina, Morales, Alex, Croft, Kari|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/4(E), Masters Abstracts International|
|Subjects:||Educational psychology, Education, Education Policy|
|Keywords:||caring, education, efficacy, matter, performance, student relationships|
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