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 Laureen; Scharf, Jan; Moll, Frederick de; Morinaj, Julia; Hascher, Tina

doi:10.1016/j.ijer.2020.101697

Cited by 13 publications

(7 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The testing of mediation role of the enjoyment and usefulness between the still and will was innovative, and therefore it is justified. Third, other studies [ 171 – 173 ] highlighted the potential role of teaching strategy in learning and academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Chiriacescu

Grecu

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

This research explores the mediating role of perceived usefulness and enjoyment of science, technology, engineering, and mathematics (STEM) teaching practice between secondary teachers’ competencies and attitudes in the formal educational context. Also, the research aimed to examine if the relationships between model constructs differ by STEM teaching practice dimension (e.g., Inquiry-based learning (IBL) and Integration of STEM content (INT)). We synthesized the will, skill, tool model (WST), technology acceptance model (TAM) and flow theory (FLT) to develop a theoretical model predicting teacher attitude under the influence of Competencies, Perceived Usefulness and Perceived Enjoyment. Therefore, a mediated multigroup model with validated data from three hundred Romanian secondary teachers who completed questionnaires related to their competencies, perceived usefulness, enjoyment, and attitude toward STEM teaching practices was used. Two comparative teacher survey studies were carried out: one for IBL and one for INT. There are direct and positive relationships between Competencies and Attitude, Competencies and Enjoyment, Competencies and Usefulness, and Enjoyment and Attitude for both IBL and INT teaching practices. The partial least squares path modeling (PLS-SEM) results showed that the control variables had no significant impact on attitude. This research supports evidence for the belief that teachers’ competency is a key predictor of attitude. Precisely, the positive strong direct effect of Competencies on Attitude is similar for IBL (β = 0.49, t = 7.46, p < 0.001; f 2 (Effect size) = 0.29) with for INT teaching practice (β = 0.46, t = 6.46, p < 0.001; f2 (Effect size) = 0.22). Interestingly, this research showed that the perceived Usefulness and Enjoyment partially mediated the association between Competencies and Attitude in both case studies. Understanding the mediating role of perceived usefulness and enjoyment for each STEM practice would help teachers successfully implement STEM education.

show abstract

Section: Discussionmentioning

confidence: 99%

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Chiriacescu

Grecu

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…They included perceived competence (Jacobs et al, 2002; Modecki et al, 2018), academic motivation (Anderman & Midgley, 1997; Bouffard et al 2001; Eccles et al, 1997), and school achievement (Barber & Olsen, 2004; Coelcho & Romão, 2017) as adaptive indices. Maladaptive indices include test anxiety (Peleg, 2004; Wigfield & Eccles, 1989), concerns about mistakes (Smith et al, 2016) and school alienation (Gottfried et al, 2001; Hadjar et al, 2021; Wigfield et al, 2006). To diversify data source informants, we also collected data from the teachers on their perceptions of students’ motivation and academic performance.…”

Section: The Current Studymentioning

confidence: 99%

Profiles of Parenting Autonomy Support and Control: A person-Centered Approach in Students’ Adjustment to the Transition to Middle School

Bouffard

Labranche

2022

The Journal of Early Adolescence

View full text Add to dashboard Cite

The entry of students into middle school constitutes a life transition that involves adaptive challenges at the psychological, academic and social levels. The provision of autonomy support and avoidance of controlling tactics by parents can be effective resources to help the students through this transition. The purpose of the present study was twofold: (1) to identify distinct profiles of parenting support of autonomy and of control, and (2) to examine whether membership to these profiles relates to students’ school adjustment once in middle school. Latent profile analysis served to analyze data collected from a sample of 672 students in the spring of their sixth grade and one year later at middle school. Results revealed a three-class model of parenting: Autonomy Centered group (67%), Control Centered group (8.0%), Autonomy/Control Balanced group (25%). School adjustment was poorest for students whose parents belong to the Control Centered group and generally the highest for those whose parents belong to the Autonomy Centered group.

show abstract

“…Thus, considering the different domains is meaningful. What also needs to be taken into account is that school alienation relates to a dynamic process rather than a static trait: School alienation changes over the course of students’ educational pathways—like students’ attitudes toward school and learning in general (Hascher & Hagenauer, 2010)—and particularly increases toward and during secondary schooling (Hadjar et al, 2021; Hascher & Hadjar, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

2022

Self Cite

View full text Add to dashboard Cite

This mixed-method research study aims at an analysis of the role of teaching styles in the development of school alienation and behavioral consequences. Applying an in-depth design, this study combines a quantitative panel study, a student survey (grades 5–6), and qualitative focus groups with Luxembourgish primary school students (grade 6). Methodologically, we aim to demonstrate potentials and limits of integrating quantitative and qualitative research. Quantitative results show that teaching styles affect students’ alienation from teachers and from learning, and eventually from classroom participation and social behavior. Qualitative content analysis reveals that students characterize a fair teaching style as the equal treatment of all students regarding classroom rules and teachers’ empathy for students’ intentions.

show abstract

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

Cited by 13 publications

References 37 publications

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Profiles of Parenting Autonomy Support and Control: A person-Centered Approach in Students’ Adjustment to the Transition to Middle School

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

Contact Info

Product

Resources

About