Cognitive and Affective Features of Vocational High School Students

Abstract

Present research aims to shed light on cognitive and affective features of vocational high school ninth graders by following a phenomenological approach. At the end of a data analysis, the following themes emerged: (a) emotions erupt when faced with failure, (b) undiscovered or undeveloped skills of students, (c) social support in the process of learning, (d) failure to concentrate on the exam, (e) teacher competencies from students’ views, (f) complementary trainings, (g) favored learning strategy, (h) method and techniques of students, (i) the most popular/unpopular lesson, (j) families’ and student’s targets, (k) expectations for the future, (l) distinguished family members as students’ role models, (m) variables impinging on learning motivation, (n) teacher attitudes.