Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Hagenauer, Gerda; Wallner-Paschon, Christina; Kühn, Clara

doi:10.1007/s35834-021-00300-y

Cited by 4 publications

(1 citation statement)

References 55 publications

(88 reference statements)

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“…Hochweber & Vieluf, 2018). Im Hinblick auf die schulische Zugehörigkeit zeigt sich für Österreich kein substanzieller Unterschied zwischen Mädchen und Jungen (Hagenauer et al, 2021). Abschließend ist noch der Zusammenhang Leistung und Motivation/Emotion anzuführen (Pekrun, 2006).…”

Section: Bedeutung Verlauf Und Unterschiede Des Schulischen Befindensunclassified

10 Jahre Regelschule – die (Neue) Mittelschule

2024

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Dieser Sammelband bietet eine tiefgreifende Analyse der Reform der Neuen Mittelschule (NMS) in Österreich. Zehn Jahre nach ihrer Einführung als Regelschule werden die Entwicklungen, Herausforderungen und Errungenschaften dieser Reform reflektiert. Der Band leistet einen wichtigen Beitrag, bestehende Forschungslücken zu schließen bzw. auf aktuelle Desiderate hinzuweisen. Von der Entstehungsgeschichte über die konkrete Bearbeitung und Rezeption zentraler Reformbausteine bis hin zu Fragen der Inklusion und Schulqualität werden verschiedene Aspekte beleuchtet. Diese vielschichtige Analyse liefert wichtige Impulse für die weitere Entwicklung des österreichischen Bildungssystems und bietet die Möglichkeit, tiefere Einblicke in eine systemweite Reformausrollung zu erhalten.

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Section: Bedeutung Verlauf Und Unterschiede Des Schulischen Befindensunclassified

10 Jahre Regelschule – die (Neue) Mittelschule

2024

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Improving sense of school belonging in Indian schools: Student perspectives

Juliyabadu Gunathilake,

Allen,

Berger

et al. 2024

Psychology in the Schools

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Students’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

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The Experience of Success and Failure of Gifted Students at School

Željeznov Seničar,

Kukanja Gabrijelčič

2024

EUROPEAN J ED RES

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The education of gifted students is often characterized by high expectations, ambitious goals, and significant effort invested in learning. Their experiences of success and failure are shaped by a variety of factors, including personal, family, school, cultural, and social influences. This article examines how gifted students perceive and experience their own successes and failures, as well as how these experiences are perceived and responded to by their peers. Using qualitative methods, the study involved semi-structured interviews with thirty gifted students from seventh to ninth grades across ten elementary schools in Slovenia. The findings indicate that gifted students experience a range of emotions in response to success, from satisfaction to anxiety, while their reactions to failure often involve frustration and self-criticism. Peer responses to their success and failure vary significantly, ranging from supportive encouragement to jealousy and social exclusion. These findings highlight the complex interpersonal dynamics at play within school environments. Understanding and addressing these dynamics is crucial for creating inclusive, supportive, and stimulating learning environments that nurture both the academic and social-emotional well-being of gifted students.

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Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Cited by 4 publications

References 55 publications

10 Jahre Regelschule – die (Neue) Mittelschule

10 Jahre Regelschule – die (Neue) Mittelschule

Improving sense of school belonging in Indian schools: Student perspectives

The Experience of Success and Failure of Gifted Students at School

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