School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

Morinaj, Julia; Hadjar, Andreas; Hascher, Tina

doi:10.1007/s11218-019-09540-3

Cited by 16 publications

(14 citation statements)

References 71 publications

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“…School alienation. To measure the three domains of SAL, we used the School Alienation Scale (SALS; Hascher & Hadjar, 2018;Morinaj et al, 2020), capturing alienation from learning (eight items; e.g., "I don't find pleasure in learning at school"), alienation from teachers (eight items; e.g., "I do not feel taken seriously by my teachers"), and alienation from classmates (eight items; e.g., "In my class, I feel like someone who doesn't fit in"). The items measure the emotional (students' feelings toward academic and social aspects of schooling) and cognitive (students' attitudes toward academic and social aspects of schooling) elements of the respective SAL domain.…”

Section: Methodsmentioning

confidence: 99%

School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

et al. 2021

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Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents’ educational outcomes, both through direct support or indirectly via supportive attitudes that foster students’ bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school alienation. This study investigated the role of socialization agents in the development of school alienation among 544 secondary school students in Switzerland and 535 secondary school students in Luxembourg in grades 7 to 9. Results of structural equation modeling showed that the role of socialization agents varies across the school alienation domains and educational contexts, with peers having the most substantial impact on all three domains of alienation in both countries.

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Section: Methodsmentioning

confidence: 99%

School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

et al. 2021

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“…This might also influence the relations between teachers and students, which is important for the prospect of school return. It is important to support students' learning processes and to connect them to learning, peers, and school, which might be related to school alienation theory (Morinaj et al, 2020;Havik and Ingul, 2021b). According to this theory, students might be alienated from school in general or from specific aspects of school, leading to a process of increased distancing from different aspects of school (Morinaj et al, 2020) and increased attendance problems.…”

Section: Tailored Interventions When Schools Reopenmentioning

confidence: 99%

Remote Education/Homeschooling During the COVID-19 Pandemic, School Attendance Problems, and School Return–Teachers’ Experiences and Reflections

Havik

Ingul

2022

Front. Educ.

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According to Norway’s Educational Act (§2-1), all children and youths from age 6 to 16 have a right and an obligation to attend free and inclusive education, and most of them attend public schools. Attending school is important for students’ social and academic development and learning; however, some children do not attend school caused by a myriad of possible reasons. Interventions for students with school attendance problems (SAPs) must be individually adopted for each student based on a careful assessment of the difficulties and strengths of individuals and in the student’s environment. Homeschooling might be one intervention for students with SAPs; however, researchers and stakeholders do not agree that this is an optimal intervention. Schools that were closed from the middle of March 2020 due to the COVID-19 pandemic provided an opportunity to investigate remote education more closely. An explorative study was conducted that analyzed 248 teachers’ in-depth perspectives on how to use and integrate experiences from the period of remote education for students with SAPs when schools reopen. Moreover, teachers’ perspectives on whether school return would be harder or easier for SAP students following remote education were investigated. The teachers’ experiences might be useful when planning school return for students who have been absent for prolonged periods.

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“…School alienation is a complex phenomenon that might lead to negative consequences, such as poor academic performance, learning difficulties, school disengagement, behavioral problems, and withdrawal from the educational system (Buzzai et al, 2021). School alienation theory might therefore be of relevance to the understanding of SR. To our knowledge, school alienation has not been investigated in relation to SR; however, youths might be alienated from school in general or from specific aspects of school, such as learning, teachers, or peers, which might lead to a process of increased distancing from different aspects of school (Morinaj et al, 2020). Moreover, related to the findings from a study among Italian students (Buzzai et al, 2021), the role of mastery orientation and learned helplessness related to the feelings of school alienation might also be of importance for SR.…”

Section: Theory Of School Alienationmentioning

confidence: 99%

“…Students who are alienated from teachers might experience a lack of support from their teachers or fear their teachers, both of which are factors related to SR (e.g., Archer et al, 2003;Egger et al, 2003;Havik et al, 2014Havik et al, , 2015bBaker and Bishop, 2015). The peer domain is also related to the social aspect of school and involves the relationships between peers and how they get along, support, and motivate each other (Morinaj et al, 2020). If a student feels alienated from peers, he or she might feel lonely, isolated, and withdrawn.…”

Section: Theory Of School Alienationmentioning

confidence: 99%

“…SR youths might need interventions to improve their peer relations and social functioning. The theory of alienation is relevant to explain how SR develops because as SR emerges, some youths might become alienated from learning, teachers, and/or peers (Morinaj et al, 2020), eventually leading to established SR.…”

Section: How School Refusal Emerges and Develops In Line With The Systemic Integrated Cognitive Approach And The School Alienation Theorymentioning

confidence: 99%

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How to Understand School Refusal

Havik

Ingul

2021

Front. Educ.

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Attending school is usually seen as a precondition for academic, social, and emotional learning. However, school absenteeism is a problem in many countries and covers different types of authorized or unauthorized absences and a myriad of reasons. An authorized absence is when there is a satisfactory explanation for the youth’s absence, while unauthorized absence is usually understood as school attendance problems (SAPs). The main aim of this article is first to investigate define, describe, and discuss school refusal (SR) and how SR differs from other concepts of SAPs, and the secondary aim is to understand SR using different theoretical perspectives. The article outlines this aim based upon a review of international research in this field and uses the systemic integrated cognitive approach and school alienation theories to explain how SR might emerge and develop. The review indicates that SAPs involve many types, concepts, definitions, and reasons. The most frequently used concepts are school refusal behavior, truancy, school refusal, and school withdrawal. Based on the review, the article argues for a common understanding of these concepts among all stakeholders. We suggest a narrow definition of SR to enhance clarity and agreement and propose that the systemic integrated cognitive approach and school alienation theory are relevant to the understanding of SR. A common understanding among all stakeholders is the importance of identifying and intervening in specific types of SAPs. By using a systemic integrated cognitive approach and school alienation theory, identification and interventions can be targeted at an early stage of the development process of SR.

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School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

Abstract: Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (

Cited by 16 publications

References 71 publications

School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

Remote Education/Homeschooling During the COVID-19 Pandemic, School Attendance Problems, and School Return–Teachers’ Experiences and Reflections

How to Understand School Refusal

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