Development Process of Self-direction among Students Unwilling to Enroll in University due to Inadequate Academic Achievement

Abstract

This study investigates the development process of self-direction among students unwilling to enroll in university because of inadequate academic achievement. It focuses on unwilling enrollment as a factor contributing to the decrease in self-direction of students. Online interviews were conducted with 20 participants who were unwilling to enroll and initially lacked self-direction but developed it later. Further, a modified grounded theory approach was used to analyze the narrative data of 13 of these participants. It showed that self-direction improves when students are given an opportunity to behave spontaneously and this behavior is accepted by others. Furthermore, when students’ unwillingness to enroll is weakened by multiple factors, they realize the significance of existing in their present position. Additionally, forming relationships of trust promotes several aspects of this process. Based on these results, this study makes the following suggestions for student counselors: (1) be aware of and accept students’ developing self-direction; (2) build a relationship of trust with students or help them build such relationships with others; and (3) give students an opportunity to reflect on themselves in a space free from outside interference.