Self-efficacy of immigrant students : Experiences in a preparatory education project
Nikodin, Joanna (2018)
Nikodin, Joanna
Diakonia-ammattikorkeakoulu
2018
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2018112618221
https://urn.fi/URN:NBN:fi:amk-2018112618221
Tiivistelmä
ABSTRACT
Joanna Nikodin
Self-efficacy of immigrant students – Experiences in a preparatory education project
33 p., 2 appendices
November, 2018
Diaconia University of Applied Sciences
Bachelor’s Degree Program in Social Services, option in Community Development
Bachelor of Social Services
The aim of this study is to explore self-efficacy experiences of students during a preparatory education project. The idea of this research-oriented thesis was developed in collaboration with a project called Maahanmuuttajat korkeakoulutukseen ja työelämään (Higher Education and Employment for Immigrants). It is a preparatory education project run by Diaconia University of Applied Sciences. The preparatory education aims to assist students in entering degree programs in Social Services and Health Care studies.
Education is a key factor in good integration and social wellbeing of immigrants. Furthermore, it is known to have intergenerational effects. Thus, supporting students and strengthening their belief in their own skills will boost their efficacy feelings and therefore can have a positive impact on ones’ performance and beyond.
Qualitative research data was collected by using semi-structured interviews. Interviews were carried out with students, who participated in the preparatory education of the project in the preceding semester. The data was then analysed by using theory guided content analysis.
The research was able to show that students have had positive experiences during the project relating to Albert Banduras’ self-efficacy theory, specifically, positive experiences of success (i.e. ‘mastery experiences’) as well as verbal support (i.e. ‘social per-suasion’). Furthermore, the students viewed the preparatory education, separate admission and mentoring provided in the project as important tools for inclusion in Finnish society and to personal development. Although these elements may not be directly anchored in self-efficacy theory, they indicate that the opportunities offered by the project add to the individuals’ wellbeing and personal development. Together, these observations suggest, but by no means demonstrate, that the project may have positively contributed to these students’ self-efficacy.
From a broader perspective, the observations suggest the project is helping to establish a more inclusive multicultural community and a more equal society. However, considering the limited reach of the Higher Education and Employment for Immigrants project and the size of the population of immigrant background people in Helsinki metropolitan area, it would seem worthwhile for more higher education institutes to engage in similar efforts to encourage immigrants to get into higher education and further employment, with as ultimate goal to create more multicultural work practices and a more equal society.
Keywords: Self-efficacy, higher education, preparatory education, immigrant, mentoring
Joanna Nikodin
Self-efficacy of immigrant students – Experiences in a preparatory education project
33 p., 2 appendices
November, 2018
Diaconia University of Applied Sciences
Bachelor’s Degree Program in Social Services, option in Community Development
Bachelor of Social Services
The aim of this study is to explore self-efficacy experiences of students during a preparatory education project. The idea of this research-oriented thesis was developed in collaboration with a project called Maahanmuuttajat korkeakoulutukseen ja työelämään (Higher Education and Employment for Immigrants). It is a preparatory education project run by Diaconia University of Applied Sciences. The preparatory education aims to assist students in entering degree programs in Social Services and Health Care studies.
Education is a key factor in good integration and social wellbeing of immigrants. Furthermore, it is known to have intergenerational effects. Thus, supporting students and strengthening their belief in their own skills will boost their efficacy feelings and therefore can have a positive impact on ones’ performance and beyond.
Qualitative research data was collected by using semi-structured interviews. Interviews were carried out with students, who participated in the preparatory education of the project in the preceding semester. The data was then analysed by using theory guided content analysis.
The research was able to show that students have had positive experiences during the project relating to Albert Banduras’ self-efficacy theory, specifically, positive experiences of success (i.e. ‘mastery experiences’) as well as verbal support (i.e. ‘social per-suasion’). Furthermore, the students viewed the preparatory education, separate admission and mentoring provided in the project as important tools for inclusion in Finnish society and to personal development. Although these elements may not be directly anchored in self-efficacy theory, they indicate that the opportunities offered by the project add to the individuals’ wellbeing and personal development. Together, these observations suggest, but by no means demonstrate, that the project may have positively contributed to these students’ self-efficacy.
From a broader perspective, the observations suggest the project is helping to establish a more inclusive multicultural community and a more equal society. However, considering the limited reach of the Higher Education and Employment for Immigrants project and the size of the population of immigrant background people in Helsinki metropolitan area, it would seem worthwhile for more higher education institutes to engage in similar efforts to encourage immigrants to get into higher education and further employment, with as ultimate goal to create more multicultural work practices and a more equal society.
Keywords: Self-efficacy, higher education, preparatory education, immigrant, mentoring