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| Autor/in | Clerkin, Aidan |
|---|---|
| Titel | A Three-Wave Longitudinal Assessment of Socioemotional Development in a Year-Long School-Based 'Gap Year' |
| Quelle | In: British Journal of Educational Psychology, 90 (2020) 1, S.109-129 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Clerkin, Aidan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12267 |
| Schlagwörter | Foreign Countries; Social Development; Emotional Development; Secondary School Students; Grade 9; Stopouts; Outcomes of Education; Teacher Student Relationship; Self Determination; Age; Student Satisfaction; Self Efficacy; Student Development; Maturity (Individuals); Ireland |
| Abstract | Background: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and teachers. However, no study has sought to quantify the extent to which TY participation may be associated with socioemotional development. Aims: To gather baseline data before TY and then examine differences in socioemotional outcomes over a 2-year period (three waves of data collection) between students who went on to take part in TY and those who did not. Sample: A total of 1,563 Grade 9 students ?(47% female, mean age = 15.4 years) in 20 schools were randomly sampled to provide a nationally representative sample. Methods: Outcome measures were selected to reflect (1) the intended aims of TY and (2) outcomes consistently identified through qualitative research as being associated with TY. These include student--teacher relations, self-reliance, subjective age, school satisfaction, and social self-efficacy. Latent growth curve models were used to examine differences in students' development over time, controlling for initial (baseline) status and background covariates. Results: TY participants reported significantly higher increases in subjective age and (for boys) self-reliance over three waves than non-participants. However, expected differences were not observed for other measures. Conclusions: This is the first study to report longitudinal quantitative analyses of socioemotional outcomes in TY. The results highlight a tension between broadly positive qualitative reports of TY outcomes and the limited quantitative evidence, to date, of same. Some directions for future research are suggested. (As Provided). |
| Anmerkungen | Wiley-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 von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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