Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enAbbott-Chapman, Joan; Martin, Kara; Ollington, Nadia; Venn, Alison; Dwyer, Terry; Gall, Seana
TitelThe Longitudinal Association of Childhood School Engagement with Adult Educational and Occupational Achievement: Findings from an Australian National Study
QuelleIn: British Educational Research Journal, 40 (2014) 1, S.102-120 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0141-1926
DOI10.1002/berj.3031
SchlagwörterAdult Education; Employment Level; Learner Engagement; Longitudinal Studies; Cohort Analysis; Foreign Countries; Educational Attainment; Family Influence; Questionnaires; Student Attitudes; Self Concept; Student Motivation; Student Participation; Extracurricular Activities; Physical Activities; Predictor Variables; Regression (Statistics); Mothers; Australia
AbstractThe research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long-term health and well-being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self-concept, motivation to learn, sense of belonging, participation in school or extra-mural activities, and enjoyment of physical activity. In 2004-2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio-economic status in childhood, personality and school-level variables (i.e., number of students, single sex versus co-education; government, private or independent). Logistic regression was used to estimate the odds of achieving post-compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post-compulsory school education. Maternal education, self-concept as a learner, motivation to learn, all also significantly predicted achieving post-compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors. (As Provided).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "British Educational Research Journal" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: