Præstationsstrategier blandt STX-elever i Jylland

Abstract

This master's thesis examines performance strategies based on data from two upper secondary schools in Jutland, Denmark. The research question for this project is: “How do offensive and defensive student strategies manifest among STX upper secondary students from different student groups in Jutland?” Data collection is based on qualitative data, including interviews with 2nd- and 3rd-year students from the same (specialized) study area, their associated teachers, and classroom observations. The students were selected based on Anne Grete Nielsen's categorization of student types: the interested type, the social type, and the unmotivated type. Theoretically, Self-Determination Theory (SDT) is applied alongside other frameworks to shed light on students' motivation, strategic considerations, and behavior. These aspects are explored through themes such as performance techniques, the use of AI as a strategy, prioritization of homework and assignments, approaches to tasks, group work, and role distribution. The project is situated within the phenomenological framework as its scientific methodology. The assignment decodes tendencies among students in each student type, as well as offensive and defensive student strategies. The following offensive strategies were decoded: efficiency- and prioritization strategy, politeness strategy, performance strategy, visibility strategy, strategic communication, equality-seeking strategy, time-saving or compressed reading strategy (AI), and sparring partner strategy (AI). Conversely, the following defensive strategies were identified in the project: invisibility strategy, adaptation strategy, assisted learning strategy, camouflage strategy (AI). Although the line between defensive and offensive strategies is subtle, an attempt has still been made to distinguish them. Reference is made here to appendix 14, table 1, for an overview of the strategies. The project reveals along the way students who are clearly extrinsically motivated. The findings clearly indicate that not all students find it easy to understand and navigate the demands and expectations of upper secondary school. Throughout the project, the reader may feel that upper secondary school can be viewed as a game where some students possess a particular understanding of unwritten rules and strategies, giving them an advantage in the educational system. Students' practice of strategies is connected to Self-Determination Theory (SDT), as their choice of strategies can either hinder or promote the fulfillment of their needs for autonomy, competence, and relatedness. For example, in the case of diminished competence, the student may choose a defensive strategy such as a camouflage strategy (AI), where ownership can therefore be removed – autonomy and authenticity may consequently be undermined. In a camouflage strategy (AI-related), the student conceals use of the technology by making small modifications to AI- generated responses in the submitted assignment. The strategy is therefore less appropriate compared to other strategies, such as the politeness strategy. Here, the student seeks to establish a positive relationship with the teacher through flattering or tactical behavior. For each student type (described by Nielsen), tendencies regarding the mentioned topics were decoded: Interested students aim for prestigious careers, work mostly independently, and use AI methodically to refine their work while avoiding plagiarism. They invest the most time in assignments, often lead group projects, and prefer choosing their own team members, prioritizing deadlines in task management. Social students receive support from close relationships, focus on human interaction careers, and spend the most time weekly on homework. They balance leadership with a reserved group approach and show varied preferences for group composition and task strategies. Unmotivated students lack external academic support, have practical career plans, and often misuse AI as a shortcut. They spend minimal time on schoolwork (compared to the other student types), take passive roles in group settings, and often prioritize easier tasks first. These trends can be seen as an extension or addition to Nielsen's student typology. The project reveals that, among other factors, the grading is based on who is active in class and who “plays the game” (according to the students) – meaning those who adapt to the visible demands and behave as expected. However, the reader may wonder whether this is a fair and complete way to measure learning. This may raise the question of whether upper secondary education is contributing to the creation of performance-oriented individuals rather than learning-oriented individuals

A master thesis from Aalborg University

Præstationsstrategier blandt STX-elever i Jylland

[Performance strategies among STX-students in Jutland]