Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils

Lindfors, Pirjo; Minkkinen, Jaana; Rimpelä, Arja; Hotulainen, Risto

doi:10.1080/02673843.2017.1389758

Cited by 49 publications

(40 citation statements)

References 56 publications

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“…Despite the lack of causality between the received feedback and pupils' perceptions, it is notable that perceived intrinsic motivation and the relationship with teachers were weakest for pupils receiving negative feedback or no feedback at all when considering the effect sizes. Therefore, this study supports the earlier findings that not all pupils perceive themselves as being treated similarly at school (Linnakylä & Malin, 2008), and school plays an important role in building academic well-being (Lindfors et al, 2017).…”

Section: Technology-enhanced Feedback Connections To Learning and Acasupporting

confidence: 91%

“…By clustering the PISA data, Linnakylä and Malin (2008) found that while some pupils are highly engaged, almost one-third perceived teachers as unsupportive and school as less important, and hence it is worth studying whether technology-enhanced feedback is connected to the relationship with teachers. Furthermore, it has been observed that in Finland, relationships with teachers at school are 4 / 15 stronger predictors of academic well-being than parental support (Lindfors, Minkkinen, Rimpelä, & Hotulainen, 2017).…”

Section: Feedback and Academic Well-beingmentioning

confidence: 99%

See 1 more Smart Citation

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

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As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers' efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.

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Section: Technology-enhanced Feedback Connections To Learning and Acasupporting

confidence: 91%

Section: Feedback and Academic Well-beingmentioning

confidence: 99%

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

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“…The significant proportion of the variance attributable to differences between schools suggests that the role of student composition and contextual factors cannot be ignored in the complex relationship between health and educational aspirations [34, 41].…”

Section: Discussionmentioning

confidence: 99%

Health and educational aspirations in adolescence: a longitudinal study in Finland

et al. 2019

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BackgroundThe health selection hypothesis suggests that poor health leads to low educational attainment during the life course. Adolescence is an important period as poor health might prevent students from making the best educational choices. We test if health in adolescence is associated with educational aspirations and whether these associations persist over and above sociodemographic background and academic achievement.MethodsUsing classroom surveys, a cohort of students (n = 5.614) from the Helsinki Metropolitan Region was followed from the 7th (12–13 years,) up to the 9th grade (15–16 years) when the choice between the academic and the vocational track is made in Finland. Health factors (Strengths and Difficulties Questionnaire (SDQ), self-rated health, daily health complaints, and long-term illness and medicine prescribed) and sociodemographic background were self-reported by the students. Students’ educational aspirations (applying for academic versus vocational track, or both) and their academic achievement were obtained from the Joint Application Registry held by the Finnish National Agency for Education. We conducted multilevel multinomial logistic regression analyses, taking into account that students are clustered within schools.ResultsAll studied health factors were associated with adolescents’ educational aspirations. For the SDQ, daily health complaints, and self-rated health these associations persisted over and above sociodemographic background and academic achievement. Students with better health in adolescence were more likely to apply for the academic track, and those who were less healthy were more likely to apply for the vocational track. The health in the group of those students who had applied for both educational tracks was in between. Inconsistent results were observed for long-term illness. We also found robust associations between educational aspirations and worsening health from grade 7 to grade 9.ConclusionsOur findings show that selection by health factors to different educational trajectories takes place at early teenage much before adolescents choose their educational track, thus supporting the health selection hypothesis in the creation of socioeconomic health inequalities. Our findings also show the importance of adolescence in this process. More studies are needed to reveal which measures would be effective in helping students with poor health to achieve their full educational potential.

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“…The study [23] showed that social competence is essential for finding an association between school engagement and students' well-being. In research on social capital and school exhaustion, it was shown that school social capital, as well as positive and supportive relationships between students and teachers, may produce less school exhaustion and positively influence academic performance [24].…”

Section: School Burnout Preventionmentioning

confidence: 99%

Prevention of Children’s Burnout at School through the Tutoring and Guidance Process. A Structural Equation Model Analysis

et al. 2020

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The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children’s well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children’s well-being.

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Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils

Cited by 49 publications

References 56 publications

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Health and educational aspirations in adolescence: a longitudinal study in Finland

Prevention of Children’s Burnout at School through the Tutoring and Guidance Process. A Structural Equation Model Analysis

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