The Relationship between Academic Futility and the Achievement of Upper Secondary Students. Evidence from the Czech Republic

Autor/inn/en	Straková, Jana; Simonová, Jaroslava; Soukup, Petr
Titel	The Relationship between Academic Futility and the Achievement of Upper Secondary Students. Evidence from the Czech Republic
Quelle	In: International Studies in Sociology of Education, 32 (2023) 3, S.631-652 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soukup, Petr)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1869996
Schlagwörter	Foreign Countries; Secondary School Students; Trust (Psychology); Academic Achievement; Vocational Education; Negative Attitudes; Student Attitudes; Socioeconomic Status; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulleistung; Ausbildung; Berufsbildung; Negative Fixierung; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Tschechische Republik
Abstract	Research shows that the concept of academic futility is promising for studying the mechanisms that cause differences in educational outcomes in general and vocational programmes. The aim of this paper is to test the hypothesis that in the Czech Republic, a country with one the largest VET sectors in Europe, the worse achievement of students in vocational programmes can also be explained by academic futility, and to explore the relationship between futility and the track attended. The conceptualisation of academic futility returns to the three-dimensional concept proposed by Brookover and Schneider in 1975. The analysis was carried out on a sample of 4871 upper secondary students. Confirmatory factor analysis showed a good fit of the model for a two-level (student and class) concept of academic futility. Two-level structural equation modelling showed a negative relationship between futility and achievement and a lower culture of futility in classes with higher socio-economic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01