My Fears, Dreams, and Hopes: Narrative Stories Reflecting the Obstacles and Life Goals of High-Achieving Students with Economic Constraints
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Abstract
Students with economic and social constraints may face obstacles in their educational path and life opportunities. However, what will help children overcome these constraints, in addition to systematic support, is having a growth mindset that enables them to succeed in life. Therefore, this study aims to explore the experiences of fears, dreams, and hopes among high school students, as well as the contexts that support positive behaviors among students. By using qualitative research in the form of a narrative study applied in the form of narrative journal on the topic of ‘My Fears, Dreams, and Hopes’, there were ‘Changphueak Students’, which were extremely poor with good scores in at least one subject on the PISA for Schools 2021 and gave their consent to participate in the research project, totaling 24 people from 11 schools. The results show that students’ fears, dreams, and hopes are not separated. Some fears, such as life changes, disappointment, not being able to take care of family members, loss, and being abandoned, are all the result of dreams and hopes. They mostly fear not being able to follow their dreams or what they wish for, such as having a good and stable career, a perfect life, being able to live with their family, and being the pride of their family. However, students’ fears, dreams, and hopes are regulated by their family’s economic and social background, leading to the emergence of a growth mindset, which makes students tend to have positive behaviors in terms of learning, habits, thinking, and life. The key to creating a growth mindset in students is their family, teachers, and friends. Policy mechanisms are needed to support this group of students continuously and systematically.
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