Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multi-vocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the Bakhtinian notion of answerability for explaining the complexity of the transition to a new educational context in cultural psychology perspective.
Gomes, R., Dazzani, V., Marsico, G. (2018). The role of responsiveness within the self in transitions to university, Culture & Psychology, 24(1),49-59, DOI: 10.1177/1354067X17713928;
Marsico Giuseppina
Writing – Original Draft Preparation
2018-01-01
Abstract
Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multi-vocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the Bakhtinian notion of answerability for explaining the complexity of the transition to a new educational context in cultural psychology perspective.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
