“To Be Special” - Attitudes and Motivations that Determine the Learning Mobility of Secondary School Pupils

The migration of young people can result in significant social and economic benefits and disadvantages. Several sometimes contradictory theoretical and practical research projects have dealt with the controllability of these processes. However, all have agreed that deeper knowledge of such processes is necessary because of the lack of information available. In the present paper, the characteristics of the study related mobility of secondary school students in Hungary, researched in the framework of the MOVE project, are analysed. Good examples of high school mobility are worth introducing to the wider public, as Hungarian student mobility is much lower than that of students in more developed EU member states. The reasons for the passivity of students, the circumstances of their departure, the difficulties and experiences, the inhibitory and supportive factors are presented in our study. In the framework of the research, 17 structured interviews were conducted with pupils who had studied for at least 3 months in a member state of the European Union, and in-depth interviews were conducted with experts for the fuller understanding of the topic. The role of parent “pressure”, friendships, and the “reference group” in the decision-making process of secondary school students is presented here. We also examine if those who undertake foreign studies at the high school age become more “mature” sooner or not. Besides, it is analysed how the personality of students changes in the months spent abroad, what relationships are built, and what road they take to become “special” for their peers not participating in mobility. It is also important to keep in mind possible threats; therefore our research covers the exploration of these issues, as well. The mobility of Hungarian students is strongly determined by their social and economic background. The expectations of the parents and elite schools include learning abroad. Occasionally, unresolved family problems can also contribute to mobility. The choice of the destination country for young people is not conscious, in this, either the use of the given opportunity or the influence of the family is relevant. During the course of foreign studies their consciousness of being Hungarians becomes stronger, they become detached from their parents - the latter also causes problems when returning.