Are Contextual Rather than Personal Factors at the Basis of an Anti-School Culture? A Bayesian Analysis of Differences in Intelligence, Overexcitability, and Learning Patterns between (Former) Lower and Higher-Track Students

Autor/inn/en	De Bondt, Niki; Donche, Vincent; Van Petegem, Peter
Titel	Are Contextual Rather than Personal Factors at the Basis of an Anti-School Culture? A Bayesian Analysis of Differences in Intelligence, Overexcitability, and Learning Patterns between (Former) Lower and Higher-Track Students
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 6, S.1627-1657 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Bondt, Niki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-020-09597-5
Schlagwörter	Technical Education; Vocational High Schools; Secondary Education; Intelligence; Social Stratification; School Culture; Mathematics Achievement; Verbal Ability; Metacognition; Learning Motivation; Bayesian Statistics; Self Determination; Personality Theories + Suchen Sie Ihr Suchwort? Technikunterricht; Sekundarbereich; Intelligenz; Klugheit; Soziale Zusammensetzung; Schulkultur; Schulleben; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Selbstbestimmung; Personality theory; Persönlichkeitstheorie
Abstract	Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students. This study investigated whether an anti-school culture in the lower tracks [in this study, in technical secondary education (TSE; N = 132) in comparison with general secondary education (GSE; N = 356)] has a solid basis that is supported by "personal," ontological differences in intelligence and developmental potential [i.e., overexcitability, according to the theory of positive disintegration (TPD)]. In addition, this study examined the consistency of these results with differences in mathematical and verbal achievement, the use of cognitive processing and metacognitive regulation strategies, and study motivation, as well as differences in the influence of personal competence indicators on the learning approach, all suggesting "contextual," educational influences. A Bayesian analysis was applied to address the problem of a frequentist approach in complex statistical models. This study does not primarily reveal competence differences between both tracks (as indicated by no substantive differences in overexcitability and intelligence between respectively former GSE and TSE students and GSE and TSE boys), but rather substantial differences in verbal and mathematical performance, as well as regulatory/motivational problems among former TSE students, corroborating to some extent the abovementioned consequences of academic differentiation. The results are further elucidated from the perspective of self-determination theory and the TPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01