Development of Participation in and Identification with School: Associations with Truancy

Autor/inn/en	Virtanen, Tuomo E.; Räikkönen, Eija; Lerkkanen, Marja-Kristiina; Määttä, Sami; Vasalampi, Kati
Titel	Development of Participation in and Identification with School: Associations with Truancy
Quelle	In: Journal of Early Adolescence, 41 (2021) 3, S.394-423 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Virtanen, Tuomo E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431620919155
Schlagwörter	Longitudinal Studies; Truancy; Academic Achievement; Secondary School Students; Student Attitudes; Prediction; Student School Relationship; Correlation; Student Participation; School Activities; Elementary School Students; Student Adjustment; Foreign Countries; Self Determination; Outcomes of Education; Finland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Schulleistung; Sekundarschüler; Schülerverhalten; Vorhersage; Schüler-Lehrer-Beziehung; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Selbstbestimmung; Lernleistung; Schulerfolg; Finnland
Abstract	This longitudinal study covering two educational transitions examined 1,821 Finnish students' participation in and identification with school and their associations with students' academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students' participation and identification during comprehensive school prevents student disengagement from upper secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01