Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement

Opdenakker, Marie-Christine; Damme, Jan Van

doi:10.1080/01411920120071434

Cited by 185 publications

(143 citation statements)

References 20 publications

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“…At the school level, we distinguish between private and public schools given that the proportion of private schools in Spain is high in comparison to most other European countries (30%, according to Eurydice 2012); and we use an aggregate indicator that assesses a school's average parental educational level, in order to take into account that the composition of a school's student population also affects children's educational performance (Opdenakker and Van Damme 2001;Perry and McConney 2010). Detailed information on these variables, their operationalization, and descriptive statistics can be found in Appendix 1.…”

Section: Covariatesmentioning

confidence: 99%

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Burger

Walk

2016

Soc Psychol Educ

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Research has shown that parents tend to pass educational advantage or disadvantage on to their children. However, little is known about the extent to which the intergenerational transmission of education involves children's agency. In this study we drew from two traditions in sociological and social psychological theorizing -the theory of cultural and social reproduction and the theory of human agency -to examine whether agency influences children's educational performance, and if so, whether this influence can be observed among children across social classes. We used data from the Spanish sample of the Program for International Student Assessment (N = 25,003 15-year-olds). Results indicate that the level of child agency was weakly positively related to social class, that child agency impacted on a child's educational performance, and that the positive effect of agency on educational performance did not vary by social class. This suggests that strategies to enhance disadvantaged children's agency may prove useful in reducing social gradients in educational performance. More generally, our findings may ignite a debate about the role that social structure and human agency play in shaping social inequality and mobility.

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Section: Covariatesmentioning

confidence: 99%

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Burger

Walk

2016

Soc Psychol Educ

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“…Among others, class type (ability grouping) and subject taught are regarded as important determinants. Opdenakker (2004) and Opdenakker and Van Damme (2001) report that a better learning environment is more associated with high-ability group students than other groups. Concerning subject taught, Levy, Wubbels, Den Brok, and Brekelmans (2003) report that science and mathematics teachers are often perceived less favourable compared to other subject teachers.…”

Section: Linking Developmental Changes Of Tsir and Academic Motivationmentioning

confidence: 99%

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Opdenakker¹,

Maulana²,

Brok

2012

School Effectiveness and School Improvement

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129

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Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

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“…The central hypothesis of these research initiatives postulates that certain characteristics of a school under analysis can impact its students' educational attainment, and that this impact holds even after controlling for the students' socioeconomic, academic, and demographic characteristics (Goldstein and Woodhouse, 2000;Opdenakker and Van Damme, 2001;Phillips, 1997;Sammons et al, 1997;Bosker and Witziers, 1996).…”

Section: Introductionmentioning

confidence: 99%

A multilevel decomposition of school performance using robust nonparametric frontier techniques

Thieme

Prior

Tortosa‐Ausina

2013

Economics of Education Review

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Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement

Cited by 185 publications

References 20 publications

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

A multilevel decomposition of school performance using robust nonparametric frontier techniques

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