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Experience and Observations on the Choice of Career among Disadvantaged Students in North-Hungary


It appears - and this is apparent from school documentation - that every school considers its duty to support career orientation. At the same time, it is obvious that guiding the process of making career choices exists only on the level of references. As we did not question teachers, we have only tiny fragments what is done for the sake of career choices. Such is like: letting students visit an open day; as the part of the head-teacher’s class they help students complete the admission form to high-schools; based on academic records they make the proper type of high schools, there was an elementary school that brought its students to trade gatherings in Budapest, where both on film and on the spot students were introduced to the master-strokes (on the other hand students did not remember these, even though they were present).

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Study of Emotional Intelligence Patterns with Teachers Working in Public Education

Bar-On model of emotional-social intelligence. Psicothema , 18, Suplemento, 13-25. Bíró B., & Serfőző M. (2003). Szervezetek és kultúra. In Hunyady Gy., & Székely M. (Eds.), Gazdaságpszichológia (pp. 481-541). Budapest: Osiris. Coetzee, M., & Jansen, C. A. (2007). Emotional Intelligence in the Classroom . The Secret of Happy Teachers . Cape Town: Juta. Gaziel, H. H. (1997). Impact of School Culture on Effectiveness of Secondary Schools With Disadvantaged Students. Journal of Educational Research , 90 (5), 310-318. Goffee, R., & Jones, G. (1998). The

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Importance of Promoting Metacognitive Awareness at University

culturally disadvantaged students in Formative Learning Environments. Improving Schedule , 17, 1–27. Coutinho, S. (2008). Self-efficacy, meta-cognition and performance. North American Journal of Psychology, 10, 165–172. 8. David, N., Nowen, A., & Vogelet, K. (2008). The sense of agency and its underlying cognitive and neural mechanism. Consciousness and Cognition, 17, 523-534. 9. Decety, J., & Lamm, C. (2007). The role of the right temporoparietal junction in social interaction: how low-level computational processes contribute to metacognition

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From Intent to Action – A Study Regarding High School Students’ Motivation in Choosing a University

the college-choice process. In A.F. Cabrera, S.M. LaNasa (Eds.), New directions for institutional research: Understanding the college choice of disadvantaged students (No. 107, pp. 5-22), San Francisco: Jossey-Bass 9. Chapleo, C., (2011), Branding a university: adding value or smoke and mirrors?, in Molesworth, M., Scullion, R. and Nixon, E. (Eds), The Marketisation of Higher Education and the Student as Consumer, Routledge, London, pp. 169-183 10. Chapleo, C., (2015), Brands in higher education: challenges and potential strategies, International Studies

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