Please use this identifier to cite or link to this item:
Irregular School Attendance: self-exploration of a junior high school student
The main purpose of this study is to explore the experiences of irregular school attendance among Junior high school students. The study uses a case-study method. One participant was recruited and semi-structured interviews were conducted with the participant and four significant others who are important to her in this process. The thematic analysis method is used to analyze the collected data to understand the relevant experience of the study participant during the instability in the Junior high school, the process of interacting with significant others , and effective interventions and supporting strategies. The results of the study are organized about the factors and strategies that affect the status of schooling and self-exploration in the process of irregular school attendance, including individual the following five parts: 1.The impact of personal traits and peer relationships: (1) Personal traits enable them to maintain a positive relationship with those around them; (2) Ability to focus and work hard on things of interest; (3) Underestimating her own learning ability due to frustrating experience; (4) Incapability of finding like-minded friends at school; (5) Misunderstandings from peers, which reduce motivations to attend school. 2.Flexible and open family interaction affects self-exploration: (1) Family education that encourages children to try new things and share with each other; (2) Occasionally there will be a little feeling hesitated in flexibility and autonomy (3) Consideration for the family economy indirectly, which reduces the motivation to attend school; (4) Sibling’s push to attend school; (5) Sibling’s facilitation of self-exploration. 3.The teacher ’s companionship and friendly environment maintain the school status: (1) Teachers’ concern and supports, which maintain the connection between the participant and the school; (2) The friendly atmosphere of the class, and the willingness to enter the class; (3) Timely career guidance to find a new focus in school life; (4) Disconnection of Diverse Ability Development Programs and school attendance. 4.The alliance relationship between the systems promotes motivation to go to school: (1) Significant others maintain a cooperative relationship with each other; (2) Discuss difficulties and cooperate with each other; (3) Establish graduation goals and supervise efforts; (4) The school can give flexibility and Try it out. 5.The relevant strategies include: (1) Making efforts to maintain zero absenteeism; (2) Forbidding leaves of absence without proper reasons; (3) Reward strategies to increase motivation for going to school; (4) Increasing school-bonding by giving responsibility for feeding turtles daily; (5) Facilitating self-exploration in Diversity Ability Development Programs. Finally, the conclusions of this research are described, the limitations are addressed, and suggestions to future research and related organizations are provided.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.