Motivation and Autonomy in Transitional Youth in Out-of-Home Care
Bibliographic record
Abstract
In Ontario, children in the child welfare system or in residential care placements away from their biological parents, are considered an at-risk population in education and must be supported in Ontario’s schools. Academic achievement for children in care is an area of concern and is associated with poor employment and life outcomes. Transitioning, or children aging-out or leaving the child welfare system, is an even more vulnerable time for these children. Though there is a significant gap in the literature of children in care in higher education, post-secondary education and specifically university education is associated with positive life outcomes. This study utilized a narrative inquiry approach with interviews to explore autonomy and motivation in the educational experiences of youth from care leading to university. Through the lens of Self-Determination theory (Ryan & Deci, 2020), this study adds to the literature surrounding outcomes and supports for youth from care and explores the individual experiences of these youth in the Ontario education system. This research project asked: (a) what educational factors led to the success of transitioned youth in out-of-home care; (b) how successfully transitioned youth experienced motivation in their education leading to university; and (c) how and why perceptions of autonomy affected their motivation in attending and continuing their education. Data analyzed through narrative thematic analysis revealed three themes: Living a “double life”, Creating a path, and Importance of support. The findings and recommendations of this study will enable educational stakeholders to develop supports and strategies to help all youth from care for inclusive and successful education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.006 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".