The School as a Socialization Context: Understanding the Influence of School Bonding and an Authoritative School Climate on Class Skipping

Autor/inn/en	Keppens, Gil; Spruyt, Bram
Titel	The School as a Socialization Context: Understanding the Influence of School Bonding and an Authoritative School Climate on Class Skipping
Quelle	In: Youth & Society, 51 (2019) 8, S.1145-1166 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X17722305
Schlagwörter	Socialization; Attendance; Student School Relationship; Secondary School Students; Authoritarianism; Foreign Countries; Achievement Tests; International Assessment; Prevention; Truancy; Educational Strategies; Correlation; School Administration; Educational Environment; Institutional Characteristics; Belgium; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Anwesenheit; Schüler-Lehrer-Beziehung; Sekundarschüler; Autoritarismus; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prävention; Vorbeugung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Lehrstrategie; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belgien
Abstract	This study contributes to the literature on school-based strategies to prevent and reduce truancy by investigating the relationship between an authoritative school climate and class skipping. We use data from The Programme for International Student Assessment with 15-year-old pupils (N = 2,539) in secondary education in Flanders, the Dutch-speaking part of Belgium, to answer three research questions: (a) Is there a relationship between an authoritative school climate and class skipping? (b) Is this relationship mediated by individual school bonding? (c) Does school bonding moderate the relationship between an authoritative school climate and class skipping? In line with the authoritative school climate model, our results indicate that class skipping occurs less frequently in authoritative schools, irrespective of a pupil's personal background or the school composition. In addition, this study demonstrates that (a) the influence of authoritative socialization at least partly acts through the enhancement of school bonding and (b) the link between school bonding and class skipping is stronger in authoritative schools. In the discussion, we elaborate on the implications of our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01