School choice and student wellbeing

Green, Colin P.; Paniagua, Maria Navarro; Ximénez-de-Embún, Domingo P.; Mancebón-Torrubia, María Jesús

doi:10.1016/j.econedurev.2013.11.007

Cited by 13 publications

(8 citation statements)

References 29 publications

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“…The results also highlighted that perceived parental pressure and the strain associated with competing against peers in a standardised, outcomes-based education setting were barriers to successful implementation. The participants' comments echoed the literature, where students who have parents of higher SES, who attend non-government schools, were shown to have higher levels of perceived parental pressure, which caused increased levels of stress and anxiety, as students worry that they will not live up to the perceived educational expectations placed upon them (Chen 2012;Green et al 2014;Putwain et al 2010). Moreover, standardised outcomes-based education combined with the decline in suitable full time jobs has led to a heightened feeling of competition between peers:…”

Section: Discussionmentioning

confidence: 79%

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Riedel

Vialle

Pearson

et al. 2020

Int J Appl Posit Psychol

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In the emergent field of positive education, studies have investigated the characteristics of successful positive education interventions (Waters Australian Educational and Developmental Psychologist, 28(2), 75-90, 2011). These characteristics include following a whole school approach, integrating positive psychology into traditional subjects, and adopting a wellbeing curriculum (Waters Australian Educational and Developmental Psychologist, 28(2), 75-90, 2011). However, schools are complex environments and education in real-life contexts is influenced by a multiplicity of factors (Halliday et al. Contemporary School Psychology, 2019). There are few implementation studies within positive education (Halliday et al. Contemporary School Psychology, 2019), and there are fewer implementation studies that examine the student experience of learning. This is an important oversight, as the core aim of education is to support learning (Killen 2005). Therefore this case study explored the student learning experience of ten senior students within a whole school positive education initiative in an all boys private school in New South Wales, Australia. Through the utility of semistructured focus group interviews this study found that active, meaningful learning experiences enabled successful implementation. Moreover, family, school ethos and academic culture were significant contextual factors that influenced student learning. These findings informed recommendations on how to improve the student learning experience within positive education initiatives.

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Section: Discussionmentioning

confidence: 79%

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Riedel

Vialle

Pearson

et al. 2020

Int J Appl Posit Psychol

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“…A lower number of risky behaviors was connected with a higher level of academic competency (Bryant, Schulenberg, Bachman, O'Malley, Johnston, 2000;Tammelin, Näyhä, Laitinen, Rintamäki, Järvelin, 2003), as well as higher physical activity (Delisle, Werch, Wong, Bian, Weiler, 2010). Thus, adolescents with high school competence and most likely a high awareness of healthy behaviors usually attend grammar schools (Echols, Willms, 1995;Green, Navarro-Paniagua, Ximénez-De-Embún, Mancebón, 2014), whereas adolescents who do not satisfy these criteria attend vocational schools. An analysis of data collected in Poland by 'Health Behavior in Schoolaged Children: A WHO Collaborative Cross-National Study' also confirmed that lack of physical activity was more frequent in students of vocational schools rather than students of schools of other types (Jodkowska, Oblacińska, Mikiel-Kostyra, Tabak, 2012).…”

Section: Discussionmentioning

confidence: 99%

The place of living, school and family influence on the pattern of physical activity and sedentary behavior of adolescents: a cross sectional study

Cieśla

Suliga

2019

Central European Journal of Sport Sciences and Medicine

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The aim of this study was to determine the influence of place of living, type of school, and family background on the physical activity and sedentary behavior of adolescents. 1,280 adolescents took part in the research: 694 boys and 586 girls aged 16-19 from Poland. Physical activity (PA) and sedentary behavior (SB) were evaluated by IPAQ-long version. A multiple regression analysis was used to evaluate the influence of socioeconomic factors on physical activity and sedentary behavior. The results suggested a difference between boys and girls in all domains of physical activity and sedentary behavior. The results also indicated that social factors influence physical activity and sedentary behavior in different ways. After adjusting the model to BMI and age tested, the key determinants for boys' physical activity were: type of leisure time in the family and place of living, while for girls-type of school and type of leisure time in the family. Sedentary behavior of both sexes were strongly dependent on type of school, and-for boys-parents' education and type of leisure time in the family were also important. The results suggest the need for continuous monitoring of physical activity and seated behavior as well as taking into account a wide spectrum of social factors in which adolescents grow. Interventions and strategies to promote physical activity should focus on family involvement and uniting family and educational institutions operating in local environments.

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“…When it comes to the Spanish literature of school choice, there are, among others, those of Pérez (2007 and ;Escardíbul and Villarroya (2009) ;Rambla, Valiente and Frias (2011);Mancebón et al (2012); Benito, Alegre and González (2014) and Green et al (2014). In line with Hastings, Kane and Staiger (2005), Benito, Alegre and González (2014) find socio-economic differences between families when analysing school educational projects in Barcelona.…”

Section: Introductionmentioning

confidence: 98%

“…In a similar vein, Mancebón et al (2012) obtain, using data from PISA 2006, that household socio-economic characteristics are of special importance when explaining student performance in science competences. However, more recent work by Green et al (2014) suggests that, although private schooling in Spain might generate better educational outcomes, it does not necessarily maximize, and may even reduce, students' wellbeing. Furthermore, Rambla, Valiente and Frias (2011) find additional evidence of socio-economic segregation due to school choice when they focus on the Government-dependent private schools in their school choice study of both Spain and Chile.…”

Section: Introductionmentioning

confidence: 99%

School Choice across Different Regions of Spain

Vega-Bayo¹,

Mariel²

2018

HPE-RPE

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This paper analyses the characteristics that lead parents to choose a particular school for their children in different Spanish regions. This choice is studied taking into account several school and family characteristics. We estimate the probability of parents choosing a particular school using a conditional logit model for different Spanish regions with data from PISA 2012. The main results indicate that the characteristics with the biggest influence on school choice are public/private, location, and reputation. As expected, some characteristics, like a school being private, and its socioeconomic composition, become more relevant as family wealth and parents' education level increases.

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School choice and student wellbeing

Cited by 13 publications

References 29 publications

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education

The place of living, school and family influence on the pattern of physical activity and sedentary behavior of adolescents: a cross sectional study

School Choice across Different Regions of Spain

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