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Autor*innen: Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Julia; Hascher, Tina
Titel: Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland
In: International Journal of Educational Research, 105 (2021) , S. 101697
DOI: 10.1016/j.ijer.2020.101697
URN: urn:nbn:de:0111-pedocs-238927
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238927
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Schule; Entfremdung; Musterbildung; Sekundarstufe I; Übergang; Unterrichtsstil; Längsschnittuntersuchung; Profilanalyse; Sekundäranalyse; Internationaler Vergleich; Luxemburg; Schweiz
Abstract (english): 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.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens