School discipline, investment, competitiveness and mediating educational performance

Krskova, Hana; Baumann, Chris

doi:10.1108/ijem-05-2016-0099

Cited by 24 publications

(24 citation statements)

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“…These findings further illustrates the relationship between student disciplines and competitiveness as previous research on drivers of academic performance mainly focussed on the amount of funding provided for education (Jensen, Reichl, & Kemp, 2011), classroom size (Ajayi, Audu, & Ajayi, 2017;Finn, Gerber, & Boyd-Zaharias, 2005;Hoxby, 2000), hours of schooling (Huebener & Marcus, 2017;Ray & Lancaster, 2005), and teacher quality (Agasisti & Longobardi, 2014;Anttila & Väänänen, 2015;Gershoff, 2016;Gittins, 2006;Mischel, 1976) without considering competitiveness as a major factor. Further, Krskova and Baumann (2017) found the relative importance of school discipline (88 per cent) in comparison to education investment (12 per cent) on educational performance, with both variables found to be significantly associated with competitiveness directly. The schools or countries with stricter school discipline methods often performed academically well (Baumann et al, 2020).…”

Section: Competitivenessmentioning

confidence: 94%

“…Similarly, Krskova (2015) examined the links between everyday school operations that result in various levels of school discipline, national financial investment in education, academic performance measured every three years globally by the OECD's Programme for International Student Assessment (PISA) assessment, and national competitiveness levels. This study identified a new conceptual framework combining school discipline, education investment, educational performance, and competitiveness into one model for the first time, and the subsequent testing of the overall model has provided empirical support for the proposition that school discipline has an indirect impact on competitiveness (Krskova & Baumann, 2017).…”

Section: Competitivenessmentioning

confidence: 99%

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The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

Jayawardena

2021

IJEM

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PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

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Section: Competitivenessmentioning

confidence: 94%

Section: Competitivenessmentioning

confidence: 99%

The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

Jayawardena

2021

IJEM

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“…• competitiveness is driven by school discipline, education investment and educational performance (Krskova and Baumann, 2017).…”

Section: Competitivenessmentioning

confidence: 99%

Competitiveness vis-à-vis motivation and personality as drivers of academic performance

Baumann

Harvey

2018

IJEM

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Purpose The purpose of this paper is to build on the foundational theories of personality and motivation to explore the role of competitiveness and of ethnicity in relation to student academic performance. Survey data from 328 students across four sites (Australia, Denmark, Hong Kong and Korea) provided self-rated responses to items measuring personality, motivation, competitiveness and ethnicity. Design/methodology/approach Stepwise multiple regression was used to identify the variables that predicated student academic performance, including testing for interaction effect of ethnicity. Both student self-reported data and independently assessed performance measures were used to avoid common method variance. Findings This study affirmed that both intrinsic and extrinsic motivation are significantly associated with academic performance. The personality traits of conscientiousness, agreeableness, extraversion and neuroticism are significantly associated with a student’s competitiveness. The interaction of competitiveness and ethnicity is significantly and positively associated with performance. Research limitations/implications The variable of student competitiveness requires further research to better understand its role in academic performance. Researching ethnicity at the micro level allows the acknowledgement and investigation of “intra-national diversity” (Tung, 2008; Tung and Baumann, 2009). Originality/value This study is original in its approach in that it combines the concepts of motivation, personality, competitiveness and ethnicity in relation to student academic performance. While previous studies have explored these concepts individually and often at the macro level, a crucial contribution of this study is that competitiveness and ethnicity (as opposed to national culture) are examined at a micro level. The authors demonstrate the combined importance of intrinsic and extrinsic motivation (carrot and stick) in driving performance and introduce the new motivation, competitiveness and performance model which recognises that competitiveness, as a driver of performance, is moderated by the learners’ ethnicity.

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“…Asimismo, el concepto de convivencia escolar involucra una serie de interrelaciones y dinámicas entre los diferentes agentes educativos, incidiendo de múltiples maneras y reflejándose en muchos aspectos, como la desidia docente, indisciplina, red social de iguales, entre otros factores (Cerda, Salazar, Guzmán & Narváez, 2018). Específicamente, la dimensión de indisciplina escolar percibida tiene consecuencias importantes en los procesos de enseñanza, y por tanto, implicaciones en el rendimiento académico (Cerda et al, 2018;Krskova & Baumann, 2017), reportándose además efectos específicos en rendimientos disciplinares como el deporte (Claver et al, 2020) o asignaturas STEM (Ibrahim & Johnson, 2020). Investigaciones recientes darían cuenta de que existirían efectos inversos entre la disciplina percibida y el rendimiento académico de los estudiantes (Bravo et al, 2018;Cerda et al, 2019).…”

Section: Introductionunclassified

Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

et al. 2021

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La declarada equidad educativa en el contexto chileno ha sido contrastadapermanentemente como una dificultad para los estudiantes que se encuentran en contextos de alta vulnerabilidad social. En consecuencia, es procedente analizar factores no estructurales que puedan ser abordados por la comunidad educativa.Existe gran evidencia de la incidencia sobre el rendimiento educativo de ciertasvariables como son los estilos atributivos, las estrategias de autorregulación, laconvivencia escolar o el autoconcepto académico, pero un análisis específico yconjunto de estas variables para las realidades vulnerables podría entregar indicios a las comunidades educativas para priorizar e implementar oportunidades de mejora. El objetivo de este trabajo fue examinar el efecto conjunto de los factores mencionados respecto del logro académico de estudiantes de tercer y cuarto año medio de centros educativos chilenos vulnerables. En el estudio participaron alumnos de enseñanza secundaria de contextos de alta vulnerabilidad social (N=1498). Para la recogida de datos se emplearon cuatro encuestas tipo escala Likert que fueron aplicadas de forma masiva y on line. Mediante un modelo de ecuaciones estructurales, los resultados dan cuenta que el autoconcepto académico obtuvo la mayor significación estadística (β=.22; p<.05), seguida de las estrategias de autorregulación (β=.12; p<.05). También se observó que el factor de indisciplina obtuvo una asociación significativa, pero inversa (β=-.22; p<.05) con las calificaciones de los estudiantes. Las correlaciones entre las variables también fueron significativas, observándose una fuerte correlación del rendimiento escolar con las estrategias de autorregulación y el autoconcepto académico. Las conclusiones se centran en la anticipación y prevención de situaciones de indisciplina, la promoción de un autoconcepto académico positivo y la implementación de programas específicos que contribuyan a la mejora de lasestrategias de autorregulación, consideradas como prácticas o acciones situadasdentro del margen de actuación de la comunidad educativa.

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School discipline, investment, competitiveness and mediating educational performance

Cited by 24 publications

References 78 publications

The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

Competitiveness vis-à-vis motivation and personality as drivers of academic performance

Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

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