Advertisement

Competence, Self-confidence and Recognition

  • Mariann MärtsinEmail author
Chapter
  • 208 Downloads
Part of the Sociocultural Psychology of the Lifecourse book series (SPL)

Abstract

This chapter focuses on the theme of educational transitions as it considers how self-confidence and sense of competence become ruptured in the process of moving into a new educational environment. The two case studies discussed in the chapter suggest that students do not enter universities in isolation from their social and cultural backgrounds and personal histories but, instead, come being embedded in a complex web of connections with real and imaginary others, from whom they expect to receive recognition to their chosen ways of seeing themselves and creating pathways into the future. The case studies thus point to the importance of real and imagined others in providing recognition to the self and, through that, supporting or challenging the identity construction in the new educational environment.

Keywords

Educational transition University transition Self-confidence Competence Recognition Social other Professional identity 

References

  1. Arnett, J. J. (2000). Emerging adulthood: A theory of development from late teens through the twenties. American Psychologist, 55(5), 469–480.CrossRefGoogle Scholar
  2. Azmitia, M., Syed, M., & Radmacher, K. (2013). Finding your niche: Identity and emotional support in emerging adults’ adjustment to the transition to college. Journal of Research on Adolescence, 23(4), 744–761.  https://doi.org/10.1111/jora.12037CrossRefGoogle Scholar
  3. Baldry, S., Märtsin, M., & Eivers, A. (2018). Travelling without a destination? A dialogical analysis of professional identity construction among Australian psychology double degree students. Identity: An International Journal of Theory and Research, 18, 94–108.  https://doi.org/10.1080/15283488.2018.1447483CrossRefGoogle Scholar
  4. Benson, J. (2014). Transition to adulthood. In A. Ben-Arieh, F. Casas, I. Frønes, & J. Korbin (Eds.), Handbook of child well-being (pp. 1763–1783). Dordrecht: Springer.CrossRefGoogle Scholar
  5. Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., & Dobson, A. (2014). Staying the distance: Students’ perceptions of enablers of transition to higher education. Higher Education Research & Development, 33(2), 212–225.  https://doi.org/10.1080/07294360.2013.832157CrossRefGoogle Scholar
  6. Briggs, A. R. J., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education, 18(1), 3–21.  https://doi.org/10.1080/13538322.2011.614468CrossRefGoogle Scholar
  7. Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., et al. (2007). The importance of friends: Friendship and adjustment among 1st-year university students. Journal of Adolescent Research, 22(6), 665–689.  https://doi.org/10.1177/0743558407306344CrossRefGoogle Scholar
  8. Crafter, S., Maunder, R., & Soulsby, L. (2019). Developmental transitions: Exploring stability and change through the lifespan. London and New York: Routledge.CrossRefGoogle Scholar
  9. du Bois-Reymond, M. (2009). Models of navigation and life management. In A. Furlong (Ed.), Handbook of youth and young adulthood. New perspectives and agendas (pp. 31–38). New York: Routledge.Google Scholar
  10. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.  https://doi.org/10.2307/1167322CrossRefGoogle Scholar
  11. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge: Harvard University Press.Google Scholar
  12. Hviid, P., & Märtsin, M. (Eds.). (2019). Culture in education and education in cultures: Tensioned dialogues and creative constructions. Cham: Springer.Google Scholar
  13. Kompridis, N. (2007). Struggling over the meaning of recognition: A matter of identity, justice, or freedom? European Journal of Political Theory, 6(3), 277–289.  https://doi.org/10.1177/1474885107077311CrossRefGoogle Scholar
  14. Leese, M. (2010). Bridging the gap: Supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239–251.  https://doi.org/10.1080/03098771003695494CrossRefGoogle Scholar
  15. Märtsin, M. (2012). A dismantled jigsaw: Making sense of the complex intertwinement of theory, phenomena and methods. In E. Abbey & S. Surgan (Eds.), Emerging methods in psychology (pp. 101–119). New Brunswick, NJ: Transaction Publishers.Google Scholar
  16. Märtsin, M., Chang, I., & Obst, P. (2016). Using culture to manage the transition into university: Conceptualising the dynamics of withdrawal and engagement. Culture & Psychology, 22, 276–295.  https://doi.org/10.1177/1354067X15621476CrossRefGoogle Scholar
  17. Maunder, R. E., Cunliffe, M., Galvin, J., Mjali, S., & Rogers, J. (2013). Listening to student voices: Student researchers exploring undergraduate experiences of university transition. Higher Education, 66(2), 139–152.  https://doi.org/10.1007/s10734-012-9595-3CrossRefGoogle Scholar
  18. Symonds, J. (2015). Understanding school transition: What happens to children and how to help them. London: Routledge.CrossRefGoogle Scholar
  19. Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707–722.  https://doi.org/10.1080/03075070500340036CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of Natural Sciences and HealthTallinn UniversityTallinnEstonia

Personalised recommendations