Kontinuitäten auf der Spur? Einstellungen angehender Sachunterrichtslehrkräfte zur Partizipation von Schüler*innen im Zusammenhang zum erlebten Demokratisierungsgrad von Schule und dem Gefühl diskursiver Wirksamkeit

Simon, Toni; Schmitz, Lena

doi:10.1007/978-3-658-33555-7_22

Cited by 1 publication

(2 citation statements)

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“…The opportunity to participate seems to have various positive effects on students (Mager and Nowak, 2012;Griebler et al, 2017;Jungkunz, 2023). Whether students are able to participate in their schools is therefore a central characteristic of the quality of schools (Honneth, 2012;Simon and Schmitz, 2021). Overall, participation in schools is considered to have "almost mythical power" (Biedermann and Oser, 2020, p. 28).…”

Section: Introductionmentioning

confidence: 99%

“…In pluralistic and democratic societies, stable personality development is rarely achieved without participation, as it holds emancipatory value for the strengthening of personality through the experience of autonomy and self-determination (Moser, 2010;Reisenauer, 2020). Accordingly, it is important to expand opportunities for participation in schools (de Róiste et al, 2012;Feu i Gelis et al, 2021;Simon and Schmitz, 2021;Anderson et al, 2022;Graham et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Adolescents’ participation opportunities and student well-being in school

Ott,

Meusburger,

Quenzel

2023

Front. Educ.

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At school, it is important that young people are in an environment in which they feel well and have a positive attitude. To increase the positive attitude toward school as an indicator of the well-being of students, it is essential to know which factors influence it. Recent studies have indicated that participation opportunities at school might have a positive impact on the well-being of students. However, participation encompasses a wide range of different actions, decision-making processes, and forms of communication. This article explores different aspects of student participation—democratic school culture, active co-design, pseudo-participation, and the co-determination of students in the classroom and in teaching—and its relationships to student well-being. This article has an exploratory design and uses representative secondary data (n = 1,526) of students in the 8th to 10th grades in Vorarlberg (Austria) for a multilevel analysis to examine different aspects of student participation that promote or reduce student well-being. The results show that a democratic school culture has the strongest correlation with student well-being. Students’ co-determination and active co-design in the classroom and in teaching are also positively related to student well-being. Pseudo-participation has a weak negative effect on student well-being. The results suggest that in order to promote student well-being, it is important to increase the democratic culture of schools, to involve students in as many decisions as possible, and to let them have a real say in the class.

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