Conference Agenda
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02 SES 07 C: Students
Paper Session
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02. Vocational Education and Training (VETNET)
Paper Future-Proof, Quality-Assured and Employable? Knowledge and Learning Conceptions and the Ideal Student on Teknikcollege’s National Website 1: Linnaeus University, Sweden; 2: Konstfack, Sweden Presenting Author:It is hardly a novelty that European countries suffer from skills supply in technical and industrial sectors, recently emphasised with the European Commission’s proposals for strengthening vocational education outlined in the Competitiveness Compass and ”Union of Skills.” In the Swedish context – which is in focus in this paper – industry faces a significant skills shortage (Industrirådet, 2024), and apart from launching strategies for STEM, the Swedish government’s initiatives have expanded pathways to vocational education and emphasised alignment with local labor market demands (Skolverket, 2022). Upper secondary vocational programs struggle with enrolment (Panican, 2020), partly due to perceptions of industry as unattractive and the reproduction of traditional gender segregation in educational choices (Klope, 2020; Ledman et al., 2021).
Teknikcollege (Technical College, TC) is a national organisation that – through local collaborations between schools and companies – certifies and tailors upper secondary school education for the competence needs of businesses, and aims to increase young people’s interest in the industrial sector (Olofsson & Panican, 2020). We have limited knowledge about VET in these local arenas and what implications it has for teaching (Alvunger, 2024), but previous research highlights both opportunities and tensions in the TC model: while collaboration can enhance access to modern technology and increase student interest (Panican & Paul, 2019), it also raises questions about different logics between education and industry (Höghielm, 2020; Johansson, 2019) that may result in conflicting interests and damage trust and expectations (Hermelin & Rusten, 2016; Hodgson & Spours, 2015; Huddleston & Laczik, 2018; Köpsén, 2021). This paper explores TC:s national website through a lens of curriculum theory (Alvunger, Soini, Philippou & Priestley, 2021), focusing on the underlying ideas, perspectives, and assumptions about education conveyed through text, image, and video. The study is guided by the following research questions: To make visible how educational purposes, goals, knowledge, and learning are highlighted in the material, Schiro’s (2012) four curriculum orientations are employed as an analytical framework. These are compiled based on conceptions of knowledge, views on the purposes and goals of education, perspectives on the individual and society, and understandings of learning. According to Schiro (2012), they reflect different educational aims: academic and subject-oriented, vocational, personal (learner-centered), and social or socially critical (cf. Zweeris, Tigelaar & Janssen, 2023). ”Academic rationalism” is the transmission of subject disciplinary knowledge to develop the individual’s intellectual capacity and understanding. Emphasis is placed on knowledge reproduction and subject content—new knowledge drives societal progress. The curriculum orientation ”social efficacy” emphasises that students should be prepared with knowledge, skills, and abilities to function in future working life and society. Focus is on competencies and capabilities as dimensions of social utility, human capital, productivity, and technical instrumentalism. The third orientation is learner-centered, that is, the learner’s personal development and experiences are at the core. It is an emancipatory discourse where knowledge is meaningful in relation to the individual’s experience of the world and its potential to lead to self-realization. Finally, ”social reconstructionism” underlines the socio-cultural context, the individual’s capacity for social agency, critical analysis and consciousness, understanding, and meaning-making. Education is viewed as a means to address social problems and improve society. In this paper, these typologies are employed to identify different emphases in the content conveyed through verbal texts and visual material on TC:s website. Methodology, Methods, Research Instruments or Sources Used Methodologically, this study takes the form of a critical case study (Flyvbjerg, 2003) of TC:s national website with two employed research methods. To explore the texts, images, and videos on the website, Bacchi’s (2009) “What’s the Problem to be Represented?” approach was applied to identify which problems are presented in texts, what assumptions, ideas, norms, and preconceptions underpin them, and what solutions the policy offers—along with what limits the possibility of achieving the intended change (Bacchi, 2009). Further questions include: What conditions or assumptions are described as part of the “problem”? What is left unquestioned? Who is the sender and who is the receiver? Since the empirical material includes images and graphic elements that function as communicative tools and interact with written text, the study adopts a multimodal perspective on visual representations in digital environments (cf. Jewitt & Oyama, 2001). From a socio-semiotic perspective, Kress and van Leeuwen (2020) argue that images operate as a language, where visual representations can be analyzed similarly to linguistic structures. They propose a form of visual grammar that shapes how meanings are perceived and emphasize that viewers interact with images and their design. Images thus carry ideological positions in one form or another (van Leeuwen & Jewitt, 2001), linking the multimodal perspective to Schiro’s four ideal-typical curriculum ideologies. The analysis of images and videos draws on two key concepts: denotation – what or who is depicted and what the image represents in its most basic sense – and connotation, which concerns the ideas and values reflected in the images, how elements are arranged, and how the image interacts with the viewer’s interpretation and perspective (Kress & van Leeuwen, 2020). The material analyzed consists of what is represented on the homepage—the so-called landing page—and what is directly visible when scrolling from top to bottom. The second part of the material focuses on tabs—hereafter referred to as subpages—specifically targeting students. These subpages include additional content analyzed in the study. The material comprises text, images, and videos, which are either live-action or hybrid films, i.e., a mix of animation and live footage (Teknikcollege, 2025). Conclusions, Expected Outcomes or Findings The results reveal TC:s ambition to increase young people’s interest in vocational education and to strengthen collaboration between schools and industry. The need for industrial skills supply is emphasised with the slogan “For the future of Swedish industry,” positioning close school–industry cooperation as the solution. The analysis based on Bacchi (2009) shows how TC presents itself as the answer to industry’s skills shortage, highlighting certified programs as reality-based, balancing theory and practice, and guaranteeing quality and future employment. Value-laden terms such as “future-proof,” “sustainable development,” and “job opportunities” legitimise these programs as socially beneficial and attractive for individuals. Visual communication alternates between industrial imagery and playful, colourful illustrations, creating a normative and idealised picture of industry as clean, creative, and sustainability-oriented. While intended to inspire, this risks obscuring structural challenges such as noise, physical strain, and monotonous tasks—potentially leading to unrealistic expectations and dropout. Similarly, the portrayal of students focuses on young women, constructing an ideal type: future-oriented, active, and environmentally conscious. This aligns with efforts to counter gender stereotypes but may also reinforce narrow representations of target groups. The dominant conception of knowledge emphasises utility, competence development aligned with industry needs, and learning through theory–practice integration—reflecting Schiro’s (2012) social efficiency ideology. Vocational programs are framed around practical problem-solving and production skills, while academic programs stress analytical ability and critical thinking, linked to academic rationalism. This framing risks reinforcing hierarchical divides between “the practical welder” and “the calculating engineer” (cf. Carlgren, 2015). Overall, the analysis raises questions about balancing labor-market relevance with critical thinking and democratic aims, and about avoiding an overly instrumental view of education that reduces it to an industry-serving tool. References Alvunger, D., Soini, T., Philippou, S., & Priestley, M. (2021). Conclusions: Patterns and trends in curriculum making in Europe. In M. Priestley, D. Alvunger, S. Philippou, & T. Soini (Eds.), Curriculum making in Europe: Policy and practice within and across diverse contexts (s. 273–293). Emerald. Bacchi, C. (2009). Analysing policy: what’s the problem represented to be? Frenchs Forest: Pearson. Hermelin, B. & Rusten, G. (2016). Lokal samverkan, tillväxt och omställning – studier från industriregioner i Sverige och Norge. Rapport från Centrum för kommunstrategiska studier 2016:4, Linköpings universitet. Hodgson, A., & Spours, K. (2015). An ecological analysis of the dynamics of localities: a 14+ low opportunity progression equilibrium in action. Journal of Education and Work, 28(1), 24-43. Höghielm, R. (2020). Yrkesutbildning – En verksamhet mellan två kulturer. I A. Panican (red). Yrkesutbildning på undantag: att bryta den låga attraktionskraften. (s. 253-278). Studentlitteratur. Huddleston, P. & Laczik, A. (2018). ‘In the driving seat’, or reluctant passengers? Employer engagement in qualifications development: some evidence from two recent 14–19 qualification reforms in England, Journal of Education and Work, 31:3, 262-276. Jewitt, C.& Oyama, R. (2001). Visual meaning: a social semiotic approach. I T. Van Leeuwen & C. Jewitt, C (Red). Handbook of visual analysis (s. 134-156). SAGE. Köpsén, J. (2021). Knowledge in VET curricula and power in society and labour market policy and practice: demands-based and employer-driven Swedish higher vocational education, Journal of Vocational Education & Training, 73:4, 612-612. Kress, G.R. & van Leeuwen, T. (2020). Reading images: the grammar of visual design. (3. ed.) Routledge. Olofsson, J. & Panican, A. (2020). Hur kan den gymnasiala utbildningens attraktionskraft förklaras? I A. Panican (Red). Yrkesutbildning på undantag: att bryta den låga attraktionskraften. (s. 45-70). Studentlitteratur. Panican, A., & Paul, E. (2019). Svensk gymnasial yrkesutbildning - en framgångsfaktor för en effektiv övergång från skola till arbetsliv eller kejsarens nya kläder? Persson, B. & Hermelin, B. (2018) Mobilising for change in vocational education and training in Sweden – a case study of the ‘Technical College’ scheme, Journal of Vocational Education & Training, 70:3, 476-496, DOI: 10.1080/13636820.2018.1443971 Rusten, G. & Hermelin, B. (2016). Lokal samverkan, tillväxt och omställning - Studier från industriregioner i Sverige och Norge. Rapport 16:24. Linköpings universitet. Schiro, M. (2012). Curriculum theory: conflicting visions and enduring concerns. SAGE Publications. van Leeuwen, T. & Jewitt, C. (2001). Handbook of visual analysis. London: SAGE. 02. Vocational Education and Training (VETNET)
Paper Activities Around Skill – Supporting Students’ Passion for the Crafts VIA University College, Denmark Presenting Author:Skills are competitions in crafts that historically have been inspired by the Olympic Games (Wilson, 2000). The major and well-known events related to Skills are national, e.g., the Danish competition (DM i Skills), EuroSkills, and WorldSkills. However, many other local and regional events also take place, and training for such events can take many different forms and require extensive preparation. In this paper, the activities around Skills, such as training, are referred to as skill-activities. Research shows the complexity of recruiting talented students, training, and assessment within Skills (e.g., Chankseliani & James Relly, 2016; Chumakov & Epishkin, 2020; Tsagalidis, 2019), and that the context for training differs from other activities in school and internships. The learning processes are complex (Pylväs, Nokelainen & Rintala, 2018; Nokelainen & Rintala, 2021), and the teachers and trainers around the students play an important role (Clements & Morgan, 2015; Wilde & James Relly, 2015; Swanson et al., 2022). However, the events inevitably result in both winners and losers (Wilson, 2000). Skills involve many crafts and disciplines with a variety of traditions and cultures. This study focuses on masonry and carpentry, which have their own history, including a long tradition of participation in Skills. Since many countries struggle to attract students to vocational education and training (VET), and retention is a challenge, the aim of this paper is to inspire teachers and trainers to use knowledge from skill-activities as an approach to support gifted and talented students who have a passion for the craft. However, this might also be relevant for many students and courses, without suggesting the possibility of generalization (Chumakov & Epishkin, 2020). This idea of passion draws on the assumption expressed by one of the informants in the study, where passion is seen as a driving force for learning despite the effort required. Not all talents have this drive, and other skilled students might possess it without being talented in Skills, which differentiates them from the rest of a VET class. This calls for attention to increasing all students’ well-being based on their individual situation and interests. Such knowledge can be integrated into teacher education and improve teaching practice. Hence, the research question is: How is the pedagogical practice in skill-activities? The theoretical approach is based on sociocultural theory, viewing VET as a landscape with learning possibilities in contexts such as school, internship, and skill-activities, as well as in border-crossing between these (Wenger, 1998). The pedagogical approach is inspired by Kerschensteiner (1925) and the work-school pedagogical understanding. This is less used and known in Denmark but is more integrated and important in some other countries (Sloane, 2022). It aligns with the Danish aim of a liberal-oriented, civic, and democratic education that prepares students for roles in society (Sloane, 2022). Kerschensteiner was inspired by Dewey and a practical orientation, using different perspectives on objectivity and differentiation based on knowledge of the students and their goals. The concept of a work-school (Sloane, 2022) relates to the understanding of the German notion of ‘Sachlichkeit’ (Kerschensteiner, 1925), which in English can be translated as objectivity. Sachlichkeit can be moral, aesthetic, or technical and can be integrated into the pedagogical approach. Kerschensteiner (1925) also uses the notion ‘Interesse der Verzweigung’ as a way to follow the students’ interests or make these interests and goals visible, even when the student is not yet aware of them. This can be understood as an approach to differentiation. Methodology, Methods, Research Instruments or Sources Used The design is based on dialogues in June 2024 with a VET college, which led to the choice of masonry and carpentry education and provided access to the field (Walford, 2008). Subsequently, two focus groups, each with four participants possessing different knowledge, experience, and involvement in Skills-activities, were conducted in autumn 2024. The participants were selected by the college based on the criterion of diversity among them. This data collection was followed by five interviews in February 2025 with students from the two courses, all participating in Skills-activities. At this time, some of them were in internships but attended the college due to their involvement in Skills-activities. Later, the most involved teachers or trainers from the two courses were interviewed, and some of the questions related to a logbook about their work with Skills, which they had completed after participating in the first focus group interview. From masonry, one informant was included, and from carpentry, two. Due to ethical considerations, the presentation of the data has been anonymized, and the relation to the craft blurred, since Skills and Skills-activities take place in a limited community. During the opening hours of EuroSkills 2025 in Herning, Denmark, in September 2025, observations were made (Kusenbach, 2003). Some formal interviews were conducted during the event with people involved in planning at the municipality and with two students previously interviewed. Supplementary interviews were carried out with former Skills winners (local, national, and international) and short go-along interviews, e.g., with planners and visitors at the event. The formal interviews were conducted with consent, but the rest were more informal, raising some ethical considerations, although the setting was public. During the observations, field notes and pictures were taken, inspired by visual ethnography (Pink, 2013) and a reflective, social constructivist approach. The analysis was carried out in two steps. First, the data from the focus group interviews and the student interviews were transcribed and analyzed, inspired by grounded theory, leading to the choice of Kerschensteiner’s (1925) theory. This process is presented in an article (Duch, 2025) and is the focus of this paper. The continued process will focus on analyzing the observations from a materialistic and dialogue-based approach (Duch & Andreasen, submitted), as well as the complexity of Skills understood as a field based on Bourdieu’s theory. Conclusions, Expected Outcomes or Findings To answer the research question, it can be concluded that skill-activities are diverse and depend on the specific craft. However, when viewing the activities of students attending VET in masonry and carpentry work through the lens of ‘Sachlichkeit’ (Kerschensteiner, 1925), certain characteristics emerge. Students are encouraged to do their very best, strive for perfect solutions, and continue training. Furthermore, they are urged to work at high speed and maintain focus on the task. From the students’ perspective, this pursuit of perfection is part of their intrinsic drive, whether working in internships or at school. This border crossing between contexts creates opportunities for learning, where both masters and journeymen play an important role. Teachers and trainers emphasize the importance of knowing the student, supporting their learning processes, and leveraging their passion for the craft. The empirical data reveals this passion and highlights the significance of teachers’ and trainers’ interest in students and their approach to differentiation. Based on this, differentiation becomes crucial, as teachers must recruit and support gifted students while also addressing the needs of the rest of the class. Differentiation appears very concretely in the data: students engaged in skill-related activities often work in designated areas, sometimes within strict time frames, and frequently on different tasks. Other students notice these gifted peers because of their speed, knowledge, and skills, which often position them as role models or sources of help. This sometimes places pressure on the skill-related students to answer questions and avoid mistakes. The final part of the study, including observations at EuroSkills 2025, opens further perspectives related to the field of Skills. Inspired by Bourdieu, these perspectives extend beyond VET to include career guidance in primary education and policy considerations related to the labor market. References Clements, D. & Morgan, K. (2015). Coach development through collaborative action research: Enhancing the learning environment within a national talent development system. Sports Coaching Review, 4(2), 139–161. Chankseliani, M., & James Relly, S. (2016). Three-Capital Approach to the Study of Young People who Excel in Vocational Occupations: A Case of WorldSkills Competitors and Entrepreneurship. International Journal for Research in Vocational Education and Training, 3(1), 46–65. Chumakov, L. L & Epishkin, V. E. (2020). Implementation of WorldSkills standards in the system of training specialists in mechanical engineering and engineering system. Journal of Physics: Conference Series, Volume 1515 Duch, H. (2025). Not ‘just another brick in the wall’: Educational perspectives from a practice around Skills. Nordic Journal of Vocational Education and Training, 15(3), 115–139. Kerschensteiner, G. (1925). Arbejdsskolen. Einar Harcks Forlag. Kusenbach, M. (2003). Street phenomenology: The go-along as ethnographic research tool. Ethnography, 4(3), 455–485. Nokelainen, P., & Rintala, H. (2021). Reaching for Medals and Vocational Excellence? Good Teachers for Tomorrow's Schools. Pink, S. (2013). Doing visual ethnography. Sage. Pylväs, L., Nokelainen, P. & Rintala, H. (2018). Finnish apprenticeship training stakeholders’ perceptions of vocational expertise and experiences of workplace learning and guidance. Vocations and Learning, 11(2), 223–243. Sloane, P. F. E. (2022). Re‐reading Kerschensteiner today: Doing VET in German vocational schools – A search for traces. Journal of Philosophy of Education, 56(3), 408–424. Swanson, J. D., Brock, L., Van Sickle, M., Gutshall, C. A. & Curby, T. W. (2022). Teacher perceptions as an entry point for talent spotting and development. Journal for the Education of the Gifted, 45(3), 238–270. Tsagalidis, H. (2019). Tävlingsdomarnas bäst praxis-bedömning av yrkeskunnande i en yrkestävling. Nordic Journal of Vocational Education and Training, 8(2), 93–120. Walford, G. (2008). Selecting sites, and gaining ethical and practical access. I G. G. Walford (red.). How to do educational ethnography, 16-38. The Tufnell Press Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press Wiblen, S. & McDonnell, A. (2019). Connecting ‘talent’ meanings and multi-level context: A discursive approach. The International Journal of Human Resource Management, 31(4), 474–510. Wilde, S., & James Relly, S. (2015). WorldSkills UK training managers: Midas touch or fool's gold? International journal for research in vocational education and training, 2(2), 85-98. Wilson, J. P. (2000). Citus. Altius. Fortius. Peritus: The Skill Olympics and skill competitions. Industrial and Commercial Training, 32(6), 201–208. 02. Vocational Education and Training (VETNET)
Paper The Role of Basic Psychological Needs Satisfaction in Finnish Vocational Students' School Burnout and Dropout Intentions 1: University of Helsinki, Finland; 2: Tampere University Presenting Author:Self-determination theory (SDT) is a widely recognized theory of human development and well-being, with strong implications for education (Ryan & Deci, 2000, 2017, 2020). The SDT (Ryan & Deci, 2020), posits that people are naturally prone to psychological growth and integration, and thus to learning, mastery, and connection with others, but also that these proactive human tendencies require supportive conditions to be robust. The supporting conditions theoretically refer to the three basic psychological needs; when people experience the satisfaction of relatedness, competence, and autonomy, they tend to internalise their value and regulation and experience activities as interesting and spontaneously satisfying, leading to increased engagement, learning, and well-being (Ryan and Deci, 2020). In Finland, approximately one third of girls and one in five boys in grades eight and nine of basic education, general upper secondary schools, and vocational institutions consider their health to be average or poor according to the School Health Promotion Study 2023 (THL, 2024). The aim of this study is to evaluate the potential of basic psychological needs support in addressing the current educational challenges pertaining to student motivation and wellbeing, burnout and dropout, in VET environments. To date, research on the relationship between basic psychological needs and negative consequences has been less extensive than that on positive processes (Nunes et al., 2023; Van der Broeck et al., 2021). The objective of this study was to investigate the association between the satisfaction of three basic psychological needs (i.e., autonomy, competence and relatedness), two measures of school burnout, that is school exhaustion and school cynicism (Salmela-Aro et al., 2009), as well as students' intentions to drop out of school (Vallerand et al., 1997). We formulated two research questions for our study: RQ1) Is the factorial structure consistent and reliable in describing the relationships between BPNS, burnout exhaustion, burnout cynicism and school dropout intentions?; RQ2) How do students' autonomy, competence and relatedness satisfaction relate to burnout exhaustion, burnout cynicism and dropout intentions? Methodology, Methods, Research Instruments or Sources Used Cross-sectional online survey data were collected in 2023 from vocational students at a large vocational institution in Finland. After missing data and multivariate normality analyses, the final data for analyses consisted of 255 participants, of whom 153 were female (60.0%). Participants' average age was 24.7 years (SD = 10.740, min = 16.0, max = 59.0) and most participants were second (n = 82, 32.2%) and third (n = 31, 12.2%) year students. Basic Psychological Need Satisfaction (BPNS) was measured using three scales from the Basic Psychological Need Satisfaction and Frustration – Work Domain questionnaire (Chen et al., 2015; Schultz et al., 2015): Autonomy Satisfaction, Competence Satisfaction, and Relatedness Satisfaction. School burnout was measured using three scales from the School Burnout Inventory (SBI) (Salmela-Aro et al., 2009): Exhaustion, Cynicism, and Inadequacy. Dropout intentions were assessed with two items measuring vocational students’ future schooling intentions ('I often consider dropping out of school' and 'I intend to drop out of school') (Vallerand et al. (1997). Data were analysed in R using correlation analysis, confirmatory factor analysis, and structural equation modeling. Conclusions, Expected Outcomes or Findings Correlation analyses showed that the items within each factor correlated positively strongly, confirming H1 (BPNS: Autonomy, Competence, Relatedness) and H2 (Burnout Exhaustion, Burnout Cynicism, Dropout). The results of the second research question showed that all BPNS factors were negatively related to school burnout exhaustion, but only relation of autonomy was statistically significant. Autonomy and competence had negative relations with school burnout cynicism but only the relation of autonomy was statistically significant. Interestingly, relatedness was positively (but non-significantly) related to school burnout cynicism. All three BPNS factors were negatively related to school dropout intentions, but only the relation of autonomy was statistically significant. Overall, the findings suggested that supporting the basic psychological needs of VET students may reduce school burnout and the intention to drop out of school. Nevertheless, further research is required to investigate the potential influence of perceived social relatedness on the development of burnout cynicism, and vice versa. Furthermore, the results indicated that female students, as well as those with older age or less work experience, experienced more burnout exhaustion than other respondents. A more comprehensive analysis is thus needed to gain better understanding of the factors that increase exhaustion within these groups of students. References Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van Der Kaap-Deeder, J., Du-riez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1 Nunes, P. M., Proença, T., & Carozzo-Todaro, M. E. (2023). A systematic review on well-being and ill-being in working contexts: Contributions of self-determination theory. Personnel Review, 53(2). https://doi.org/10.1108/pr-11-2021-0812 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860 Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48 Schultz, P. P., Ryan, R. M., Niemiec, C. P., Legate, N., & Williams, G. C. (2015). Mindfulness, work climate, and psychological need satisfaction in employee well-being. Mindfulness, 6(5), 971–985. https://doi.org/10.1007/s12671-014-0338-7 THL. [Finnish Institute for Health and Welfare] (2024). Well-being of children and young people – school health promotion study 2023. THL. https://thl.fi/en/web/thl/statistics-and-data/statistics-by-topic/social-services-children-adolescents-and-families/well-being-of-children-and-young-people-school-health-promotion-study Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176. https://doi.org/10.1037/0022-3514.72.5.1161 Van Den Broeck, A., Ferris, D. L., Chang, C.-H., & Rosen, C. C. (2016). A review of self-determination theory's basic psychological needs at work. Journal of Management, 42(5), 1195–1229. https://doi.org/10.1177/0149206316632058 | ||