The relationship between alientation from learning and student needs in Swiss primary and secondary schools.

Autor/inn/en	Marcin, Kaja; Morinaj, Julia; Hascher, Tina
Titel	The relationship between alientation from learning and student needs in Swiss primary and secondary schools.
Quelle	In: Zeitschrift für pädagogische Psychologie, 34 (2020) 1, S. 35-49Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000249
Schlagwörter	Bedürfnis; Einstellung (Psy); Entfremdung; Sekundarbereich; Schüler; Ausbildung
Abstract	Previous studies have shown that secondary schools are less successful than primary schools in responding to student needs. Simultaneously, students seem to detach themselves during secondary schooling. Based on this, the present study investigated alienation from learning and its relationship with students' perception of needs support by teachers and peers by analyzing data from 486 primary and 550 secondary school students in Switzerland. Multigroup structural equation modeling was employed to analyze the relevance of each independent variable for alienation from learning within and across the two subsamples. Teacher injustice as an indicator for the teacher-student relationship was significantly associated with alienation from learning for both subsamples, whereas there was a significant effect for competence support only in secondary schools. The findings highlight the importance of just and supportive teachers in preventing students' alienation from learning in school. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2020/3