School Alienation in Primary and Secondary School in the Swiss Canton of Bern: Individual Factors

Marcin, Kaja; Morinaj, Iuliia; Hascher, Tina (27 June 2017). School Alienation in Primary and Secondary School in the Swiss Canton of Bern: Individual Factors (Unpublished). In: SGBF Kongress - "LernZeiten – Zeit für Bildung und Erziehung?". Fribourg, Schweiz. 26.-28.06.2017.

Early motivation for learning forms a basis for further development of children’s skills, abilities (Dowker, 2008; Starkey, Klein, & Wakeley, 2004), and their engagement at school. But there is sufficient evidence that students lose enjoyment of and interest in learning during the transition to secondary school (e.g., Eccles & Roeser, 2009; Gottfried, Fleming, & Gottfried, 2001; OECD, 2004). Negative experiences in school can lead to school alienation and eventually to dropping out (Archambault, Janosz, Morizot, & Pagani, 2009; Eccles & Alfeld, 2007).
In the research project SASAL, school alienation is viewed as a complex phenomenon that develops over time; and is characterized as a cognitive and emotional estrangement from social actors and academic aspects of schooling. We seek to analyze and to better understand the process of school alienation during primary and secondary education in Switzerland. The quantitative analyses are based on data acquired in the first (1) and second (2) waves of data collection (grade 4: n1=486; grade 5: n2=439; grade 7: n1=550; grade 8: n2= 508), in order to discover systematic and structural relationships.
The purpose of this presentation is to shed light on the process of school alienation during primary and secondary education with a special emphasis on the causes of school alienation such as students’ basic psychological needs as well as its consequences (e.g., participation in classroom, student well-being). Preliminary findings revealed negative relationship between school alienation and the support of students’ needs for autonomy and competence. Negative relationship was also found between alienation from school and student participation in class as well as student well-being.
References
Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79(9), 408-415.
Dowker, A. (2008). Individual differences in numerical abilities in preschoolers. Developmental Science, 11(5), 650-654.
Eccles, J. S., & Alfeld, C. A. (2007). Not you! Not here! Not now. Approaches to positive youth development, 133-156.
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage‐environment fit. Handbook of adolescent psychology.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13.
OECD. (2004). Learning for tomorrow's world: First results from PISA 2003. Paris: OECD Publishing. doi: 10.1787/9789264006416-en
Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120.

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