Abstract
‘There’s a voice in my head saying you’re not good enough, you’re stupid, you won’t manage anything’. This is a quote from a student in the current study, reporting on challenges young people attending upper secondary school face. Over years in Norway, there has been a 25 % dropout rate, and students have reported low motivation and an increasing number of mental health issues. If this is not taken seriously, there is a risk that dropout numbers will become even higher, and that more young people risk failing to become integrated in working-life and social life at an early stage of adulthood. This study presents a method that facilitates for students in upper secondary school to reflect on their own lives and how they can take charge to determine their own development in school and life in general. By identifying values, success factors and obstacles, students become aware of resources within themselves, and also in the environment, so they develop resilience to handle possible obstacles in life. Based on written reflections from students in upper secondary school, a content analysis has been carried out, showing that many of the students struggled with worries or anxiety, stress and pressure, low confidence, and negative thoughts. Evaluations of the method show that 86 % (n=51) were satisfied, 63 % felt they had become better at planning and 56 % had become more motivated. The conclusion is that the method applied in this study may support students to handle struggles in life.
Author Information
May Olaug Horverak, Birkenes Learning Centre, Norway
Gerd Martina Langeland, Lillesand Upper Secondary School, Norway
Paper Information
Conference: ECE2022
Stream: Learning Experiences
This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Horverak M., & Langeland G. (2022) A Systematic Approach to Mastering Life – The Five-Step Motivation Method ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.3
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.3
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