An Analysis of WellBeing in Secondary School with Multilevel Growth Curve models and Multilevel Multivariate Models

Fraine, Beatrijs De; Landeghem, Georges Van; Damme, Jan Van; Onghena, Patrick

doi:10.1007/s11135-004-5010-1

Cited by 53 publications

(38 citation statements)

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“…Several studies employing the latent growth curve model automatically opt for a linear growth curve without checking whether this form is describing the changes adequately (De Fraine et al, 2005). In this study, a quadratic growth curve gave a better fit to the data.…”

Section: School Effectiveness and School Improvement 249mentioning

confidence: 91%

“…More complex change trajectories could not be tested, because the noncognitive outcomes were measured at four occasions only. We would advise school effectiveness researchers to collect as many measurement occasions as possible, in order to establish the correct form of the growth trajectory (De Fraine et al, 2005).…”

Section: School Effectiveness and School Improvement 249mentioning

confidence: 99%

“…However, the applicability of growth curve models is limited to longitudinal data with more than two measuring occasions. Growth curve models assume that there is a latent growth trajectory that underlies the observed outcomes (De Fraine, Van Landeghem, Van Damme, & Onghena, 2005). The present study applies a latent growth curve model to investigate the changes in student motivation toward learning tasks and academic self-concept between Grade 7 and Grade 12.…”

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confidence: 99%

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School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

gaer

Fraine

Pustjens

et al. 2009

School Effectiveness and School Improvement

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Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the ''Longitudinaal Onderzoek Secundair Onderwijs'' (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools.Keywords: multivariate multilevel latent growth curve model; motivation toward learning tasks; academic self-concept; secondary education IntroductionMeasuring and explaining school effects have been the central concern in school effectiveness research over the past decades. The vast amount of studies in the field has yielded an extensive knowledge base and expertise. However, several problems regarding the measurement of school effects remain underaddressed and problematic (Teddlie & Reynolds, 2000). The present study addresses three of these problems: school effects on students' noncognitive outcomes, school effects on students' progress, and consistency of school effects.First, despite several pleas, the dependent variable (or effectiveness criterion) in most studies is still student achievement. Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more dif...

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Section: School Effectiveness and School Improvement 249mentioning

confidence: 91%

Section: School Effectiveness and School Improvement 249mentioning

confidence: 99%

mentioning

confidence: 99%

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School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

gaer

Fraine

Pustjens

et al. 2009

School Effectiveness and School Improvement

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“…The Australian Council for Educational of Research merekomendasikan pengertian kesejahteraan siswa sebagai derajat keefektifan fungsi siswa dalam komunitas sekolah (Fraillon, 2004) dan derajat di mana siswa merasa baik di lingkungan sekolah (Fraine, Landeghem, Damme, & Onghena, 2005). Derajat keefektifan fungsi siswa dilihat dari dua dimensi, yakni intrapersonal dan interpersonal.…”

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Student Well-being pada Remaja Jawa

Na’imah

Tanireja

2017

PJPP

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Abstract: This study aims to describe the source of student well-being in Javanese adolescents. This research uses quantitative research approach and supported by qualitative. Research location in Banyumas with cluster random sampling technique. Instrument data collection using the scale of student well-being and open source questionaire student well-being and interview guide. Quantitative data analysis using descriptive. The results of the study are: 1) The sources of student well-being are the dimensions of social relations, cognitive, emotional and spiritual. 3) The inhibiting factor of achieving student well-being is if there are problems in the social, cognitive, emotional, physical and spiritual.Abstrak: Penelitian ini bertujuan untuk mendeskripsikan sumber student well-being pada remaja Jawa. Penelitian ini menggunakan pendekatan penelitian kuantitatif dan didukung dengan kualitatif. Lokasi penelitian di Banyumas dengan teknik cluster random sampling. Instrumen pengumpulan data menggunakan skala student well-being dan openquesioner sumber student well-being serta panduan wawancara. Analisis data kuantitatif menggunakan deskriptif. Hasil penelitian adalah: 1) Sumber-sumber student well-being adalah dimensi hubungan sosial, kognitif, emosi dan spiritual. 3) Faktor penghambat tercapainya student well-being adalah jika ada masalah dalam dimensi sosial, kognitif, emosi, fisik dan spiritual.

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“…In addition to the neighbourhoods in which adolescents live, school is a very important collective structure in their lives. Schoollevel structural and organisational characteristics, together with the school-level social climate, strongly correlate with negative outcomes such as unsatisfactory exam results [18][19][20], school failure [21], and positive outcomes such as psychological well-being [22]. In addition, within the field of criminology, the importance of the school context for offending behaviour was acknowledged a long time ago [9,[23][24][25][26].…”

Section: Neighbourhood-and School-level Disadvantage and Offendingmentioning

confidence: 99%

Adolescent Offending and the Segregation of Poverty in Urban Neighbourhoods and Schools: An Assessment of Contextual Effects from the Standpoint of Situational Action Theory

Pauwels

2011

Urban Studies Research

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Contextual research on adolescent offending is primarily based on the idea that residential areas provide a major ecological setting that (indirectly) shapes observed differences in adolescent offending. The social disorganisation/collective efficacy perspective has tried to explain why structural disadvantage of residential areas affects residents' involvement in offending. On the other hand, contextual research has also been conducted within the school setting. This separate contextual approach is problematic as it does not reflect the reality of adolescents' lives. Adolescents are exposed to different ecological settings. They are also exposed to many other settings that may provide opportunities to offend, as outlined in the situational action theory (SAT) of crime causation. This study contributes to the literature on the urban context of offending in three ways. First, the effects of adolescents' residential neighbourhood and school context on adolescent offending are assessed simultaneously. Second, this study elaborates on SAT from a cross-level point of view. Third, this contribution makes use of non-hierarchical multilevel modelling, which is a statistically correct method of testing hypotheses that involve multiple contexts. Our study revealed the existence of small contextual effects of school-level disadvantage, whereas the effect of neighbourhood-level disadvantage is entirely due to neighbourhood composition.

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An Analysis of WellBeing in Secondary School with Multilevel Growth Curve models and Multilevel Multivariate Models

Abstract: student wellbeing, secondary school, school effectiveness, methodology of longitudinal research, growth curve models, multivariate models, multilevel analysis,

Cited by 53 publications

References 20 publications

School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

Student Well-being pada Remaja Jawa

Adolescent Offending and the Segregation of Poverty in Urban Neighbourhoods and Schools: An Assessment of Contextual Effects from the Standpoint of Situational Action Theory

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