Predicting Adolescent Truancy: The Importance of Distinguishing between Different Aspects of Instructional Quality

Autor/inn/en	Salzer, Christine; Trautwein, Ulrich; Ludtke, Oliver; Stamm, Margrit
Titel	Predicting Adolescent Truancy: The Importance of Distinguishing between Different Aspects of Instructional Quality
Quelle	In: Learning and Instruction, 22 (2012) 5, S.311-319 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.12.001
Schlagwörter	Foreign Countries; Truancy; High Achievement; Grade 9; Grade 8; Grade 7; Adolescents; Classroom Environment; Predictive Measurement; Academic Standards; Educational Quality; Predictor Variables; Correlation; Measures (Individuals); Pacing; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Schulabsentismus; Schulschwänzen; Schulverweigerung; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Prädiktor; Korrelation; Messdaten; Lerntempo; Schweiz
Abstract	Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10