Quality of Teaching and Dropout Risk: A Multi-Level Analysis

Magen-Nagar, Noga; Shachar, Hanna

doi:10.1080/10824669.2016.1242069

Cited by 19 publications

(20 citation statements)

References 29 publications

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“…Despite the relationship between the family background, education and job status of the parents, and the students' educational achievements, public school has a substantial ability to affect students' achievements (Lee & Burkam, 2003). Students were found to be functioning according to what is expected of them, therefore if teachers set high expectations of the students, their students reach higher achievements (Magen-Nagar & Shachar, 2016). When students receive specific information about the gaps in their learning and the chances of improving their work, they receive a clear message from the teacher that they can learn and improve.…”

Section: Discussionmentioning

confidence: 99%

“…In general, we can say that research show that a student's perception of the school climate and teaching quality is becoming more negative since the beginning of his studies at elementary school until his high-school graduation (Magen-Nagar & Shachar, 2016;Shannon & Bylsma, 2008). In the lower grades the climate is perceived as positive and encouraging involvement and participation.…”

Section: The Quality Of Teachingmentioning

confidence: 99%

“…This literature review supports the research findings that indicate the existence of a negative strong significant relationship between the grade level and the perception of school climate, and reinforces the fourth hypothesis that there are differences between students of the 5 th grade and students of the 8 th grade in school climate perception, so that students of the 5 th grade will perceive the school climate as more positive that students of the 8 th grade. The higher the grade level, the teaching focuses more on achievement and less on pedagogical processes, and it is likely that this change affects the decline in the teaching quality perception and school climate perception over the years (Magen-Nagar & Shachar, 2016). Alongside the decline in the teaching quality perception, satisfaction and belongingness, that are part of the school climate perception, also decline.…”

Section: The Relationship Between the Grade Level And The Perception mentioning

confidence: 99%

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The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System

Magen-Nagar¹,

Azuly²

2016

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The goal of the current research is to evaluate the contribution of school climate and teaching quality to the improvement of students' learning achievements in elementary schools and junior high schools, according to a national external evaluation system, the measurements of school efficiency and growth tests (MEITZAV). 60 schools took part in the research, including 158 5th grades and 157 8th grades. The information about their achievements was taken from the open database of the Ministry of Education. The research findings show a decline in students' perception of the quality of teaching and school climate, the higher the students' grade. In addition, school climate and teaching quality were found to contribute to learning achievements both in elementary school and junior high school, and that the contribution is more meaningful in math and less in Native Language discipline. The main conclusion is that it is important to allocate resources and equip the educational staff with tools in order to improve the quality of teaching and school climate, in junior high schools particularly. These findings show that additional research is necessary to allow deeper understanding of the effect of school climate and teaching quality on achievement at the single student level.

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Section: Discussionmentioning

confidence: 99%

Section: The Quality Of Teachingmentioning

confidence: 99%

Section: The Relationship Between the Grade Level And The Perception mentioning

confidence: 99%

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The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System

Magen-Nagar¹,

Azuly²

2016

Self Cite

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“…Existe evidencia empírica de que el abandono de los estudios por parte de un elevado número de estudiantes universitarios es un problema que preocupa a las autoridades educativas de todos los países y a la sociedad en general (Arce et al, 2015;Freixa, Llanes & Venceslao, 2018;Magen-Nagar & Shachar, 2017;Valdés-Henao, 2018). Tal como señalan Feixas, Rodríguez, Muñoz, Navarro y Gairín (2015, p. 118), "reducir la tasa de abandono universitario precisa de un profundo conocimiento del fenómeno y de las causas que lo producen, tanto en el ámbito personal como en el institucional, educativo, social y económico".…”

Section: Discusión Y Conclusionesunclassified

Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

Tomás

Gutiérrez

2019

rie

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La literatura especializada ofrece evidencias de que en todo el mundo las tasas de deserción universitaria son elevadas, generando inconvenientes para los propios estudiantes, para la institución a la que pertenecen y para la sociedad en general. Los determinantes del abandono de los estudios son diversos, considerando uno de los más importantes la satisfacción de los estudiantes con su entorno educativo. La satisfacción académica de los estudiantes depende en gran medida del clima motivacional del aula y de la satisfacción de las necesidades psicológicas básicas, fundamento de la teoría de la autodeterminación. En el marco teórico de la motivación autodeterminada y de la psicología positiva, el objetivo de este trabajo es analizar la capacidad predictiva del apoyo a la autonomía por los profesores sobre la satisfacción académica de los alumnos, mediado por la satisfacción de las necesidades psicológicas básicas de los estudiantes. Los participantes son 752 estudiantes universitarios dominicanos. Instrumentos: Percepción de Apoyo a la Autonomía por los Profesores, Satisfacción Necesidades de las Psicológicas Básicas de los Estudiantes, y Conectividad Académica. Los datos se analizan a través de dos Modelos de Ecuaciones Estructurales con variables latentes, uno con mediación total y otro con mediación parcial. Los resultados muestran que el apoyo a la autonomía se relaciona positivamente con la satisfacción de las necesidades psicológicas básicas; las necesidades básicas se relacionan positivamente con la satisfacción académica; y también aparece un efecto positivo y directo del apoyo a la autonomía por los profesores sobre la satisfacción académica de los estudiantes universitarios. The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.

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“…En cuanto al abandono escolar, es un fenómeno presente en todos los niveles educativos (Gairín, Triado, Feixas, Figuera, Aparicio-Chueca y Torrado, 2014;Magen-Nagar y Shachar, 2017). Concretamente en República Dominicana, según la Ofi cina Nacional de Estadística, el 39.3% de los estudiantes universitarios abandonan las aulas (Corcino, 2017).…”

Section: Introductionunclassified

Apoyo docente, compromiso académico y satisfacción del alumnado universitario

Gutiérrez

Tomás

Alberola

2018

Estudios sobre Educación

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El objetivo es analizar la infl uencia del compromiso académico sobre la satisfacción de los estudiantes universitarios con su facultad, a partir del apoyo a la autonomía por el profesorado. Se administran escalas de Apoyo a la Autonomía, Compromiso Académico y Satisfacción con la Facultad, a 870 estudiantes universitarios dominicanos (50.6% hombres, 49.4% mujeres). Se aplican Análisis Factoriales Confi rmatorios y Modelos de Ecuaciones Estructurales. Los resultados refl ejan la infl uencia del apoyo a la autonomía por los profesores sobre la satisfacción con la facultad a través del compromiso académico, así como el efecto directo de la percepción de apoyo a la autonomía por los profesores sobre la satisfacción de los estudiantes universitarios con su centro educativo.

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Quality of Teaching and Dropout Risk: A Multi-Level Analysis

Cited by 19 publications

References 29 publications

The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System

The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System

Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

Apoyo docente, compromiso académico y satisfacción del alumnado universitario

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