Reference : Changes in school alienation profiles among secondary school students and the role of...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/45301
Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
English
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Grecu, Alyssa []
Scharf, Jan []
de Moll, Frederick mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Morinaj, Julia []
Hascher, Tina []
Dec-2020
International Journal of Educational Research
Elsevier
early online
Yes (verified by ORBilu)
International
0883-0355
United Kingdom
[en] school alienation ; secondary school ; teaching style ; longitudinal analysis ; latent transition analysis ; country comparison
[en] 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.
Institute of Education and Society
Fonds National de la Recherche - FnR ; Swiss National Science Foundation
SASAL - School alienation in Switzerland and Luxembourg
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/45301
10.1016/j.ijer.2020.101697
https://doi.org/10.1016/j.ijer.2020.101697
FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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