摘要：Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Denne artikkelen undersøker hvordan elever ved to europeiske videregående skoler opplever mestring i forbindelse med arbeid med Ungdomsbedrift (UB). Data er samlet inn fra to skoler, en i Finland og en i Latvia. Det er gjennomført fokusgruppeintervjuer med totalt 12 elever. Elevene som deltok i studien, er mellom 17 og 18 år og går andre året på videregående skole. I tillegg brukes bakgrunnsdata fra intervjuer med 9 lærere. Hovedfunnet er at elevene opplever å få økt mestringsforventning gjennom arbeidet med UB, men også at arbeidet med UB innebærer stor variasjon når det gjelder elevers mestring og mestringsforventninger. Mange elever forteller at de jobber relativt hardt og målrettet med UB, og de opplever positive mestringserfaringer og mestringsforventninger. Noen elever imidlertid ser ut til å legge ned lite innsats og enkelte slutter i UB. Disse elevene opplever sannsynligvis mindre gode mestringserfaringer og mestringsforventninger. UB har altså et svært spennende potensial da de fleste deltakerne forteller om positive erfaringer med UB, samtidig som en del elever som vanligvis ikke opplever mestring i skolesammenheng, opplever nettopp det i arbeid med UB. Sitér: Schofield, D. og Aae, J. K. (2018). Mestring i Ungdomsbedrift: risiko, virkelighetsnærhet og selvregulering. Tidsskriftet FoU i Praksis, 12(2), 49–66. English abstract English title: Mastery in the Company Programme: Risk Taking, Realism and Self-regulation This article explores how students at two European upper secondary schools expe-rience mastery in the Company Programme (CP). Data are collected from two schools, one in Finland and one in Latvia. Focus group interviews are conducted with a total of twelve students. The students who participated in the study are bet-ween 17 and 18 years old and attend the second year of upper secondary school. In addition, we draw on background data from group interviews with nine teachers. The main finding is that most students experience increased self-efficacy through working with CP, but some students do not experience this. Many students work relatively hard and targeted in the CP, and express having many positive mastery experiences and increased self-efficacy. Other students seem to have low effort and even quit the programme, and they probably have few positive mastery expe-riences. Still, CP has a very exciting potential in terms of mastery expectations: most participants express having positive experiences, and some of the students who experience having positive mastery experiences, usually do not experience mastery in a school context.
其他摘要：Note: This article was published in the journal FOU i praksis. The journal changed its name to Nordisk tidsskrift for utdanning og praksis in September 2019. English title: Mastery in the Company Programme: Risk Taking, Realism and Self-regulation This article explores how students at two European upper secondary schools expe-rience mastery in the Company Programme (CP). Data are collected from two schools, one in Finland and one in Latvia. Focus group interviews are conducted with a total of twelve students. The students who participated in the study are bet-ween 17 and 18 years old and attend the second year of upper secondary school. In addition, we draw on background data from group interviews with nine teachers. The main finding is that most students experience increased self-efficacy through working with CP, but some students do not experience this. Many students work relatively hard and targeted in the CP, and express having many positive mastery experiences and increased self-efficacy. Other students seem to have low effort and even quit the programme, and they probably have few positive mastery expe-riences. Still, CP has a very exciting potential in terms of mastery expectations: most participants express having positive experiences, and some of the students who experience having positive mastery experiences, usually do not experience mastery in a school context. Citation: Schofield, D. og Aae, J. K. (2018). Mestring i Ungdomsbedrift: risiko, virkelighetsnærhet og selvregulering. Tidsskriftet FoU i Praksis, 12(2), 49–66.
