“To be special.” Attitudes and motivations determining the learning mobility of secondary school pupils

Abstract

Young people migration can lead to significant social and economic benefits and disadvantages. Several, sometimes contradictory, theoretical and practical studies have dealt with the controllability of these processes. However, all agreed that deeper knowledge of such processes is necessary, due to the little information available. In the present paper, we analyze study related mobility of Hungarian secondary school students, as part of the MOVE project. Good examples of high school mobility are worth introducing to wider audiences as Hungarian student mobility is much lower than in more developed EU member states. Here we present the reasons for student’s passivity, departure circumstances, difficulties and experiences and the inhibitory and supportive factors.

In the framework of the research, we conducted 17 structured interviews with pupils, who had studied for at least 3 months in a member state of the European Union and we also conducted in-depth interviews with subject experts. Based on these interviews, we describe the role of parenting “pressure”, friendly relationships, and the “reference group” in the decisionmaking process of secondary school students. We also examine if those, who undertake foreign studies during their high school age, “mature” sooner. Besides, we analyze how the students’ personality changes during the months spent abroad, what relationships do they build, and what road do they take to become “special” for their peers not participating in mobility. Because it is also important to keep in mind mobility related threats our research also explores this issue.

Social and economic background strongly determines the mobility of Hungarian students. Parent and elite school expectations often include learning abroad. Occasionally, unresolved family problems can also contribute to mobility. Target country choice is not conscious but relates either to given opportunities or to family influence. During the course of foreign studies, students’ consciousness of being a Hungarian grows stronger and they detach from their parents – the latter also causing problems after return.

For these students, we observed excellent language skills. Those participating in exchange typically come from secondary schools, where they study a foreign language at a higher number of hours or study subjects in a foreign language like in bilingual schools. Hungarian students, following their return, report significant personality changes. Mobility is a phase often assisting their process of becoming an adult.

According to the experts, the most useful is short-term group mobility leading to language and culture acquisition but also reducing problems connected to detachment. The family orientation of Hungarian students is shown by the fact that host families are very positively evaluated in their interviews and, out of all the new connections, these are the most important. They generally have good contact with local students and can fit in the new school. Local students with mobility experiences are friendlier with those who are currently experiencing mobility.