Journal of Adolescence ( IF 3.8 ) Pub Date : 2021-05-05 , DOI: 10.1016/j.adolescence.2021.04.008 Maria Cristina Ginevra 1 , Ilaria Di Maggio 1 , Sara Santilli 1 , Laura Nota 1
Introduction
Having a clear understanding of the concept of globalization can be particularly relevant for adolescents to comprehend how the world functions and to reflect on the way their personal and professional identity and career future might be affected by globalization. Thus, this mixed design study aimed at examining Northeastern Italian adolescents’ thinking about globalization and at exploring the potential role of education (the type of school) in conceptualizing globalization.
Methods
A total of 163 Italian adolescents (42.3% boys and 57.5% girls) aged 16–19 years, attending a scientific lyceum or a commercial, technological, or professional high school participated in the study. Participants were invited to explain the concept of globalization. Their answers were analyzed using a thematic analysis procedure.
Results
& Conclusions:. The analyses revealed adolescents’ limited and inaccurate understandings of globalization, with almost exclusive emphasis on the positive aspects of globalization, and without a critical understanding of its consequences. Moreover, no differences related to their educational experience (the type of school they attended) or socio-economic status emerged when reporting their understanding of globalization. The results suggested the relevance of a training process for the promotion of critical thinking, especially in the field of career guidance.
中文翻译:
意大利青少年对全球化的理解
介绍
对全球化概念有清晰的理解对于青少年理解世界如何运作以及反思他们的个人和职业身份以及职业未来可能受到全球化影响的方式尤其重要。因此,这项混合设计研究旨在检验意大利东北部青少年对全球化的看法,并探索教育(学校类型)在全球化概念化中的潜在作用。
方法
共有 163 名 16-19 岁的意大利青少年(42.3% 男孩和 57.5% 女孩)参加了这项研究。与会者应邀解释全球化的概念。使用主题分析程序对他们的答案进行了分析。
结果
&结论:。分析揭示了青少年对全球化的有限和不准确的理解,几乎完全强调全球化的积极方面,而对其后果没有批判性的理解。此外,在报告他们对全球化的理解时,没有出现与他们的教育经历(他们就读的学校类型)或社会经济地位相关的差异。结果表明培训过程与促进批判性思维的相关性,尤其是在职业指导领域。