Conceptual change when growing up: frameset for role models?
Conceptions about adulthood have changed radically over the last century, while teaching in principle remained unchanged. The resulting gap has created a divergence between educational focus and adolescents’ needs. In the present study, students’ (N = 243, Mage = 12.98) conceptions about both childh...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-12-01
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| Series: | International Journal of Adolescence and Youth |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/02673843.2019.1622581 |
| Summary: | Conceptions about adulthood have changed radically over the last century, while teaching in principle remained unchanged. The resulting gap has created a divergence between educational focus and adolescents’ needs. In the present study, students’ (N = 243, Mage = 12.98) conceptions about both childhood and adulthood were examined by using categorization and cluster analysis. A treatment group participated in a workshop, designed to promote emotional and cognitive maturation, while a control group only completed the pre-post-test. The analysis shows that students attach little importance to roles, and focus instead on obtaining character traits. Cluster analysis shows a tendency for boys to feel socially insecure, while girls seem to be more autonomous. The treatment group shifted ideas: holding on to childhood became less attractive. The stigmatic perception of adulthood was mitigated by positive traits. The categorization has proven as a tool to gain insight into cognitive maturity. Educational consequences are discussed. |
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| ISSN: | 0267-3843 2164-4527 |