Reference : School alienation and academic achievement in Switzerland and Luxembourg: a longitudi...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/41398
School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective
English
Morinaj, Julia []
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hascher, Tina []
2020
Social Psychology of Education
Kluwer Academic Publishers
23
279-314
Yes (verified by ORBilu)
International
1381-2890
1573-1928
Netherlands
[en] school alienation ; educational achievement ; secondary school students ; longitudinal design ; cross-lagged panel analysis
[en] Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. https ://doi.org/10.1080/00131 881.2018.14430 21), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school
alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
SASAL-School Alienation in Switzerland and Luxembourg
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/41398
10.1007/s11218-019-09540-3
https://doi.org/10.1007/s11218-019-09540-3
FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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