Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of la... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2021 |
| Reihe/Periodikum: | International journal of educational research 105 (2021), 14 S. |
| Verlag/Hrsg.: |
Elsevier
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| Schlagwörter: | Schüler / Schule / Entfremdung / Musterbildung / Sekundarstufe I / Übergang / Unterrichtsstil / Längsschnittuntersuchung / Profilanalyse / Sekundäranalyse / Internationaler Vergleich / Luxemburg / Schweiz / Pupil / Pupils / School / Alienation / Patternmaking / Lower level secondary education / Lower secondary / Lower secondary education / Secondary education lower level / Style of teaching / Longitudinal analysis / Longitudinal study / Profiling / Cross-national comparison / International comparison / Switzerland / ddc:370 / Erziehung / Schul- und Bildungswesen / Education / Empirische Bildungsforschung |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-29103991 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://doi.org/10.25656/01:23892 |
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles. (DIPF/Orig.)