Does School Matter?

2008 ◽  
Vol 13 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Minna Pietikäinen ◽  
Jukka Jokela
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
Upper Secondary ◽  
School Burnout ◽  
The Individual ◽  
Positive Motivation

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

scholarly journals Lukiolaisten kirjoittajaidentiteetit ja itsen ymmärtämisen prosessi

2020 ◽  
Vol 4 (2) ◽  
pp. 25-43
Author(s):  
Satu Erra
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Reflective Writing ◽  
School Level ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Level I ◽  
Writer Identities

Pohdin artikkelissani reflektiivistä kirjoittamista lukion äidinkielen ja kirjallisuuden opetuksessa: tarkastelen, miten reflektio näkyy lukiolaisten omaa kirjoittamista pohtivissa teksteissä. Liitän reflektion kirjoittajaidentiteetteihin, jotka hahmotan jatkuvina itsen ymmärtämisen prosesseina ja joihin ympäristöllä on suuri vaikutus. Käsitykseni taustalla vaikuttaa narratiivisen identiteetin teoria (Ricœur 1991, 1992), joka hahmottaa itsen ymmärtämisen hermeneuttisena kehänä. Tutkimusaineistoni koostuu 50:stä lukiolaisen omaa kirjoittamista reflektoivasta tekstistä. Kirjoitelma-aineiston lingvistisen analyysin perusteella reflektio näkyy pohdiskelevissa teksteissä etenkin omien valintojen ymmärtämisenä ja lukijan puoleen kurkottamisena. Kirjoittajat jakavat omaa kokemustaan ja toisaalta asettuvat keskustelemaan vaihtoehtoisten näkemysten kanssa.   Upper secondary school students’ writer identities and the process of self-understanding – reflective writing in the teaching of mother tongue and literature Abstract In my article I discuss reflective writing in the teaching of mother tongue and literature at the upper secondary school level. I associate reflection with writer identities, which I perceive as processes of self-understanding, influenced by the environment. This view is based on the theory of narrative identity (Ricœur 1991, 1992), which outlines self-understanding as a hermeneutic circle. The research material consists of 50 reflective texts written by upper secondary school students. According to the linguistic analysis of the texts, reflection is manifested as understanding about personal choices and reaching out to the reader. The writers present their own experiences as shared and, on the other hand, discuss alternative views within their texts. Keywords: writing, reflection, upper secondary school, mother tongue education, writer identity  

scholarly journals Contextual, relevant and practical chemistry teaching at upper secondary school level textbooks in Finland

2015 ◽  
Vol 3 (3) ◽  
pp. 304-315
Author(s):  
Veli-Matti Ikävalko ◽  
Maija Aksela
Keyword(s):  
Secondary School ◽  
Design Research ◽  
School Level ◽  
Needs Analysis ◽  
Upper Secondary School ◽  
Context Model ◽  
Chemistry Teaching ◽  
Individual Level ◽  
Upper Secondary ◽  
The Individual

Contextual teaching approaches can motivate students, make chemistry learning more relevant and affect the students’ career choices later in life. This article presents the needs analysis section of a design research project. This needs analysis focused on the instructions for experimental tasks (N=160) found in Finnish upper secondary school textbooks and the STS (Science-Technology-Society) and everyday chemistry content in these instructions. It was found that the studied content can be divided into three levels: (II) context-based experiment instructions, (I) indirect contextual references and (0) no context. Over one third of the experiment instructions (37.5%) did not contain any context whatsoever. The content that did have a context mostly dealt with household chemistry related to everyday phenomena such as food and foodstuffs. The second most common themes in the instructions were: environment and nature and industry, technology and production. Most of the instructions were “recipe-like” and on the first level of Gilbert’s context model. In terms of relevance, most of the studied instructions focused on the individual level. In the future, experiment instructions should be developed to be more relevant at school level.

scholarly journals Measuring School Climate: Validating the Education Department School Climate Survey in a Sample of Urban Middle and High School Students

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094802
Author(s):  
Renee Ryberg ◽  
Sarah Her ◽  
Deborah Temkin ◽  
Rebecca Madill ◽  
Claire Kelley ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Factor Structure ◽  
Level Structure ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
State Education ◽  
The Individual ◽  
The U.S

The U.S. Department of Education’s School Climate Survey (EDSCLS) is a free, open-source school climate survey available for any local or state education agency to use to measure three domains of school climate: engagement, safety, and environment. The present study leverages EDSCLS data from 3,416 students from 26 middle and high schools in Washington, DC to confirm the factor structure of the survey using both single-level and multilevel confirmatory factor analyses. At the individual level, our findings paralleled those from the original validation study conducted by the U.S. Department of Education. At the school level, our findings suggested a simpler factor structure for the engagement and environment domains, and could not identify a reasonable well-fitting model for the safety domain. Particularly, as more states are considering school climate measurement for accountability systems, these findings suggest that simply using the individual-level structure may not yield valid measurement.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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