School alienation and its association with student learning and social behavior in challenging times

Morinaj, Julia; Marcin, Kaja; Hascher, Tina (2019). School alienation and its association with student learning and social behavior in challenging times. In: Gonida, Eleftheria N.; Lemos, Marina S. (eds.) Motivation in Education at a Time of Global Change. Advances in motivation and achievement: Vol. 20 (pp. 205-224). Emerald 10.1108/S0749-742320190000020010

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Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.

Item Type:

Book Section (Book Chapter)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Marcin, Kaja; Marcin, Kaja and Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0749-7423

ISBN:

978-1-78754-614-1

Series:

Advances in motivation and achievement

Publisher:

Emerald

Funders:

[42] Schweizerischer Nationalfonds

Projects:

[UNSPECIFIED] School Alienation in Switzerland and Luxembourg (SASAL)

Language:

English

Submitter:

Iuliia Morinaj

Date Deposited:

17 Sep 2019 15:28

Last Modified:

22 Oct 2019 19:27

Publisher DOI:

10.1108/S0749-742320190000020010

Uncontrolled Keywords:

Classroom participation; cross-lagged panel analysis; delinquent behavior; school alienation

BORIS DOI:

10.7892/boris.133250

URI:

https://boris.unibe.ch/id/eprint/133250

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