Social and Cognitive Outcomes: A Comparison of Contexts of Learning

This article reports on the effects of individual background characteristics, classes, and schools on 4 noncognitive outcomes at the end of the 1st cycle in secondary education in Flanders. The outcomes are: the degree to which the student feels at home in the school environment, the extent to which the student does his/her best for the school work, the academic self-concept, and the social integration in the class. Firstly, the raw class and school effects are estimated. Secondly, a broad set of background variables is introduced to isolate the net class and school effects. Thirdly, class and school composition variables are introduced. Finally, the additional predictive power of a number of other student, class, and school characteristics is documented.

Section: Introductionmentioning

confidence: 94%

The Effect of Schools and Classes on Noncognitive Outcomes

Landeghem¹,

Damme²,

Opdenakker³

et al. 2002

“…Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more difficult to measure than cognitive outcomes (White, 1997 The few research studies that concentrated on the effects of schools on noncognitive outcomes showed that schools have an impact on the development of children's wellbeing (Hofman, Hofman, & Guldemond, 1999;Knuver & Brandsma, 1993;Opdenakker & Van Damme, 2000;Van Landeghem, Van Damme, Opdenakker, De Fraine, & Onghena, 2002), academic self-concept (Smyth, 1999), attitudes toward schooling (Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988), and behaviour (Rutter, Maughan, Mortimore, Ouston, & Smith, 1979). In addition, it has been found that schools have a larger impact on cognitive than on noncognitive outcomes, but that the school effects on noncognitive outcomes are nevertheless significant.…”

Section: Introductionmentioning

confidence: 99%

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

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...

“…Since the early 1980s, there has been a considerable amount of educational research focusing on the consequences of Catholic schooling on pupils' academic achievement (e.g., Bryk, Lee, & Holland, 1993;Hoffer, Greeley, & Coleman, 1985;Hofman, Hofman, & Guldemond, 1999;Keith & Page, 1985;Reardon, Cheadle, & Robinson, 2009;Van Cuyck-Remijsen & Dronkers, 1990). The importance of these studies can hardly be overestimated as their findings have spawned at least three different research foci, that is, school-effects research, research on school choice, and studies on social capital and inequities (see Morgan, 2001).…”

Section: Introductionmentioning

confidence: 99%

The Catholic school advantage and common school effect examined: a comparison between Muslim immigrant and native pupils in Flanders

Ağırdağ

Driessen

Merry

2016

This study investigates the impact of Catholic schooling on academic achievement of native Belgian and Muslim immigrant pupils. The distinctive characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable context to study this. Multilevel latent growth curve analyses are conducted with data from approximately 5,000 pupils across 200 primary schools. No support was found for the Catholic school advantage hypothesis as the overall achievement growth for math and reading was not significantly better in Catholic schools than in public schools. Likewise, no evidence was found for the so-called "common school effect" hypothesis: The learning growth of Muslim pupils was not significantly better in Catholic schools. In fact, the initial achievement gap was found to be higher in Catholic schools than in public schools. Implications of these findings are discussed. ARTICLE HISTORY