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      The Relationship between Alienation from Learning and Student Needs in Swiss Primary and Secondary Schools Translated title: Der Zusammenhang zwischen Entfremdung vom Lernen und Schülerbedürfnissen in Schweizer Primar- und Sekundarschulen

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          Abstract

          Abstract. Previous studies have shown that secondary schools are less successful than primary schools in responding to student needs. Simultaneously, students seem to detach themselves during secondary schooling. Based on this, the present study investigated alienation from learning and its relationship with students’ perception of needs support by teachers and peers by analyzing data from 486 primary and 550 secondary school students in Switzerland. Multigroup structural equation modeling was employed to analyze the relevance of each independent variable for alienation from learning within and across the two subsamples. Teacher injustice as an indicator for the teacher-student relationship was significantly associated with alienation from learning for both subsamples, whereas there was a significant effect for competence support only in secondary schools. The findings highlight the importance of just and supportive teachers in preventing students’ alienation from learning in school.

          Der Zusammenhang zwischen Entfremdung vom Lernen und Schülerbedürfnissen in Schweizer Primar- und Sekundarschulen

          Zusammenfassung. Previous studies have shown that secondary schools are less successful than primary schools in responding to student needs. Simultaneously, students seem to detach themselves during secondary schooling. Based on this, the present study investigated alienation from learning and its relationship with students’ perception of needs support by teachers and peers by analyzing data from 486 primary and 550 secondary school students in Switzerland. Multigroup structural equation modeling was employed to analyze the relevance of each independent variable for alienation from learning within and across the two subsamples. Teacher injustice as an indicator for the teacher-student relationship was significantly associated with alienation from learning for both subsamples, whereas there was a significant effect for competence support only in secondary schools. The findings highlight the importance of just and supportive teachers in preventing students’ alienation from learning in school. Forschungsergebnissen zufolge berücksichtigen Sekundarschulen die Bedürfnisse der Schüler_innen weniger gut als Primarschulen. Zugleich distanzieren sich die Jugendlichen zunehmend von der Schule. Entsprechend untersuchte die Studie mit 486 Primar- und 550 Sekundarschüler_innen den Zusammenhang zwischen Entfremdung vom Lernen und den Bedürfnissen von Schüler_innen. Multigroup-Strukturgleichungsmodellierung wurde verwendet, um die Relevanz der unabhängigen Variablen für die Entfremdung vom Lernen innerhalb und zwischen den beiden Teilstichproben zu analysieren. Es zeigte sich bei beiden Teilstichproben ein signifikanter Zusammenhang zwischen der Entfremdung vom Lernen und Ungerechtigkeitserfahrungen durch Lehrpersonen, verstanden als Indikator für fehlende soziale Eingebundenheit. Kompetenzunterstützung hingegen konnte nur bei den Sekundarschüler_innen einen signifikanten Anteil der Varianz in der Entfremdung vom Lernen erklären. Die Ergebnisse unterstreichen die Bedeutsamkeit gerechter und unterstützender Unterrichtsgestaltung für die Prävention der Entfremdung vom schulischen Lernen.

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          Most cited references55

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          Withdrawing From School

          J. D. Finn (1989)
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            Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.

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              What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

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                Author and article information

                Contributors
                Journal
                zpp
                Zeitschrift für Pädagogische Psychologie
                Hogrefe AG, Bern
                1010-0652
                1664-2910
                20 August 2019
                Januar 2020
                : 34
                : 1
                : 35-49
                Affiliations
                [ 1 ]University of Bern, Switzerland
                Author notes
                Kaja Marcin, Universität Bern, Institut für Erziehungswissenschaft, Fabrikstrasse 8, 3012 Bern, Schweiz, kaja.marcin@ 123456gymneufeld.ch
                Article
                zpp_34_1_35
                10.1024/1010-0652/a000249
                607e3bbc-ee5b-4dfe-a01a-e6fc9857019b
                Veröffentlicht unter der Hogrefe OpenMind-Lizenz (https://doi.org/10.1026/a000002)
                History
                : November 27, 2017
                : May 15, 2019
                Categories
                Originalarbeit

                Pediatrics,Psychology,Clinical Psychology & Psychiatry
                teacher (in-)justice,autonomy and competence support,Autonomie- und Kompetenzunterstützung,Eingebundenheit,(Un-)Gerechtigkeitserfahrungen,Schüler_innenbedürfnisse,School alienation,>social relatedness,student needs,Schulentfremdung

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