Schooling, Learning Disposition, and Life Course Transitions: A Life History Study on Korean Elite Adult Learners

Autor/in	Choi, Seonjoo
Titel	Schooling, Learning Disposition, and Life Course Transitions: A Life History Study on Korean Elite Adult Learners
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 3, S.167-185 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617697376
Schlagwörter	Foreign Countries; Interviews; College Graduates; Student Characteristics; Colleges; Biographies; Student Attitudes; Student Motivation; Decision Making; Reputation; Young Adults; Comparative Analysis; Secondary Education; Student Adjustment; Study Habits; Tests; Career Choice; Responsibility; South Korea + Suchen Sie Ihr Suchwort? Ausland; Interviewing; Interviewtechnik; Hochschulabsolvent; Hochschulabsolventin; College; Hochschule; Fachhochschule; Biography; Biografie; Biographie; Schülerverhalten; Schulische Motivation; Decision-making; Entscheidungsfindung; Young adult; Junger Erwachsener; Sekundarbereich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Study behavior; Study behaviour; Studienverhalten; Examination; Prüfung; Examen; Verantwortungsübernahme; Zuständigkeit; Korea; Republik
Abstract	This article analyzes the crystallized learning disposition formed in secondary schools and its persistent influence on the transition between educational sectors and the workplace. Using interview data from eight adults who graduated from a prestigious university in Korea, this study reveals that "exam-inclined self-direction," a manner of "self-direction without self," is strongly associated with types of knowledge and the method of constructing the self under extreme ranking competition. Exam-inclined self-direction, firmly ingrained in the students, has momentum beyond secondary schools, in which it was cultivated, and has constrained some of their life choices. This article problematizes some ideas of self-direction and discusses exam-inclined self-direction as socially and institutionally conditioned, as well as the reason it has survived in the Korean social context. Finally, this article calls for the in-depth investigation of a new category of learner, "exam-friendly adult learners." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01