”I want a better future and want to learn how our society works” : A quantitative survey study of upper secondary student´s perception of the relevance of social studies

The purpose of this study is to develop an understanding of how upper secondary school students perceive the relevance of social studies for their own future. The study also explores how different forms of motivation such as interest, perceived usefulness, and meaningfulness are expressed in students’ responses, with a particular focus on differences between vocational and academic preparatory programs. The study is based on a quantitative survey in which 102 students answered questions about their perceptions of social studies in terms of usefulness, relevance to working life, understanding of society, and their own role as citizens. Open-ended responses were also collected to provide deeper insight into what motivates student to engage in the subject. The results show that students in academic preparatory programs are more likely to perceive social studies as relevant to their future. They report a stronger sense that the subject helps them understand society, their civic role, and how to handle future studies and/or working life. These students also express higher motivation based on curiosity, interest in society, and a sense of competence. In contrast, student in vocational programs more often provide neutral or negative responses regarding both the subject´s relevance and their intrinsic motivation. Open-ended answers suggest that many of these students lack a clear connection between the subject and their everyday lives or career plans, although some mention gaining a better understanding of areas such as economics, the labor market and individual rights. To analyze the findings, the study draws on theoretical frameworks from Expectancy Value Theory (EVT) and Self-Determination (SDT). These perspectives have been useful in interpreting how students’ experiences of utility value, competence and autonomy influence their motivation in the subject. Overall, the study shows that the perceived meaningfulness of social studies varies depending on the program type. Students’ motivation, as framed by the study’s theories, is shaped by the extent to which they perceive the teaching as relevant to their future. The study highlights the importance of designing instruction that connects to students´ life worlds and future goals, in order to strengthen both motivation and engagement in social studies.