Kūno kultūros studentų disciplininis identitetas ketinimo tęsti studijas aspektu

LTBandydami suprasti asmeniui ir visuomenei prasmingų studijų orientyrus, analizavome kūno kultūros studijų studentų disciplininio identiteto savitumą. Remdamiesi akademinių kultūrų ir profesinės socializacijos teorijomis, nagrinėjome kaip disciplinos etosas veikia studento savimonę ir formuoja identitetą. Ši teorinė prieiga leido parengti klausimyną, kuriuo buvo fiksuotos studentų disciplininio identiteto apraiškos. Tyrimo rezultatai parodė, kad būsimieji kūno kultūros studijų bakalaurai, įgyjantys mokslines profesijas, dažniau ketina tęsti studijas ateityje nei įgyjantieji socialines profesijas. Tikėdamiesi, kad kūno kultūros studentai, įgyjantys socialines profesijas, studijuos ateityje, turėtume juos skatinti investuoti į savo profesinę ateitį ir valstybės mastu mažinti įtampą dėl profesinės ateities neužtikrintumo. [Iš leidinio]Reikšminiai žodžiai: Disciplininis identitetas; Disciplininis identitetas, kūno kultūra, universitetinės studijos, studentas, profesija; Kūno kultūra; Profesija; Studentas; Universitetinės studijos; Disciplinary identity; Disciplinary identity, physical education, university studies, student, profession; Physical education; Profession; Student; University studies.

ENWhen trying to understand the meaningful study guides for the person and society, we analysed disciplinary identity’s peculiarity of students from physical education studies. Based on the theoretical framework – academic culture theory (Becher, 1989) and professional socialisation theory (Weidman et al., 2001), we had examined how the discipline’s knowledge structure and ethos affects student’s awareness and shapes the identity. Theoretical approach has allowed preparing a questionnaire, which helped to record the manifestations of disciplinary identity. The data used for this work was collected from 419 undergraduates across different Lithuanian universities. Factor analysis enabled us to distinguish components of disciplinary identity: self-recognition, social recognition, satisfaction with the study field and objective communication. We also used the decision tree model. The hierarchy structure of the intention to continue studies was presented in the model covering study field and the main components of the disciplinary identity. The results revealed that study field is the most important attribute in this structure. Would-be bachelors of the physical education studies acquiring science-based professions more often intend to continue studies in the future than those students who acquire social professions. The second attribute of significance affecting the intention to continue studies is – self-recognition. The third component is – social recognition, which is particularly important for the students from life sciences and education study fields. Hoping that students who acquire the social professions will study in the future, we should encourage them to invest in their professional future and to reduce the tension on the professional future of uncertainty state-wide. [From the publication]