Reference : Changes in school alienation profiles among secondary school students and the role of...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Sociology & social sciences Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/45301

Title :	Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
Language :	English
Author, co-author :	Hadjar, Andreas [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Grecu, Alyssa []
	Scharf, Jan []
	de Moll, Frederick [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Morinaj, Julia []
	Hascher, Tina []
Publication date :	Dec-2020
Journal title :	International Journal of Educational Research
Publisher :	Elsevier
Volume :	early online
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0883-0355
Country :	United Kingdom
Keywords :	[en] school alienation ; secondary school ; teaching style ; longitudinal analysis ; latent transition analysis ; country comparison
Abstract :	[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.
Research centres :	Institute of Education and Society
Funders :	Fonds National de la Recherche - FnR ; Swiss National Science Foundation
Name of the research project :	SASAL - School alienation in Switzerland and Luxembourg
Target :	Researchers ; Professionals ; Students ; General public
Permalink :	http://hdl.handle.net/10993/45301
DOI :	10.1016/j.ijer.2020.101697
Other URL :	https://doi.org/10.1016/j.ijer.2020.101697
FnR project :	FnR ; FNR9857103 > Andreas Hadjar > SASAL > School Alienation in Switzerland and Luxembourg > 01/09/2015 > 31/08/2018 > 2015

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