Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Iuliia; Hascher, Tina (2021). Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland. International Journal of Educational Research, 105(101697), pp. 1-14. Elsevier 10.1016/j.ijer.2020.101697

[img]
Preview
Text
Hadjar_et_al_2020_School_alienation_profiles_IJER.pdf - Published Version
Available under License Creative Commons: Attribution-Noncommercial-No Derivative Works (CC-BY-NC-ND).

Download (729kB) | Preview

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.

Item Type:

Journal Article (Original Article)

Division/Institute:

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

UniBE Contributor:

Hadjar, Andreas; Morinaj, Iuliia and Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0883-0355

Publisher:

Elsevier

Language:

English

Submitter:

Christine Alexandra Röthlisberger

Date Deposited:

11 Jan 2021 12:22

Last Modified:

03 Feb 2021 14:01

Publisher DOI:

10.1016/j.ijer.2020.101697

BORIS DOI:

10.7892/boris.149008

URI:

https://boris.unibe.ch/id/eprint/149008

Actions (login required)

Edit item Edit item
Provide Feedback