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School Alienation in Switzerland and Luxembourg

English title School Alienation in Switzerland and Luxembourg
Applicant Hascher Tina
Number 159979
Funding scheme Project funding
Research institution Abteilung Schul- und Unterrichtsforschung Institut für Erziehungswissenschaft Universität Bern
Institution of higher education University of Berne - BE
Main discipline Education and learning sciences, subject-specific education
Start/End 01.09.2015 - 29.02.2020
Approved amount 457'420.00
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All Disciplines (3)

Discipline
Education and learning sciences, subject-specific education
Psychology
Sociology

Keywords (6)

school alienation; school success; adolescence; risk groups; learning; mixed methods design

Lay Summary (German)

Lead
Wenn Schülerinnen und Schüler nur ungern zur Schule gehen, wenn ihre negativen Einstellungen und Haltungen gegenüber der Schule überhand nehmen, wenn sie in der Schule keinen Sinn sehen und sich ihre Schule nicht verbunden fühlen, dann sind das Indikatoren für eine Entfremdung von der Schule. Im Forschungsprojekt wird den Ursachen und Entstehungsprozessen von Entfremdung von der Schule nachgegangen, um Orientierungswissen für die künftige Prävention und Intervention bei Schulentfremdung zur Verfügung stellen zu können.
Lay summary

Inhalt und Ziel des Forschungsprojekts

Die empirische Forschung zeigt, dass sich die Einstellungen von Kindern und Jugendlichen zur Schule im Verlauf der Schulzeit verschlechtern und sich und ihr Bezug zur Schule lockert. Diese negativen Entwicklungen können in weiterer Folge zur Entfremdung von der Schule und dem Lernen führen, im schlimmsten Fall sogar zu Schulabbruch. In jedem Fall bedeutet Schulentfremdung unerwünschte Verhaltensweisen, die Schule und Unterricht stören. Durch die Entfremdung von der Schule erhöht sich zudem das Risiko, dass Jugendliche die Schule ohne Abschluss verlassen, und damit die Wahrscheinlichkeit weiterer Benachteiligung. Bisherige Studien zeigen, dass männliche Jugendlichen und Jugendliche aus bildungsfernen Elternhäusern sowie Jugendliche mit Migrationshintergrund höhere Gefährdungsraten aufweisen. Entfremdung kann aber auch Kinder und Jugendliche betreffen, die zunächst sehr gern zur Schule gegangen sind.

Im Projekt wird den Ursachen und Entstehungsprozessen von Entfremdung von der Schule nachgegangen, um Entfremdung von der Schule künftig besser vermeiden zu können. Im Mittelpunkt der Studie mit drei Untersuchungszeitpunkten stehen Schüler/innen der 4. bis 6 sowie 7. bis 9. Klassenstufe, um Entfremdungsprozesse während der Primar. und Sekundarschulzeit beleuchten zu können. Die Studie wird in der Schweiz und in Luxemburg durchgeführt.

Wissenschaftlicher und gesellschaftlicher Kontext

Die Schule legt den Grundstein für Bildung, lebenslanges Lernen und aktive Teilhabe an unserer Gesellschaft. Dies sind zentrale Bedingungen für die individuelle Entwicklung jedes Menschen. Prozesse der Schulentfremdung stellen einen Risikofaktor dar. Bisher ist jedoch kaum etwas über die Ursachen und die Entwicklung von Entfremdung von der Schule bekannt. Das Projekt leistet einen Beitrag zum Verständnis der Entstehungsbedingungen und -mechanismen von Entfremdung von der Schule, um diese künftig besser vermeiden oder zumindest abmildern zu können.

Direct link to Lay Summary Last update: 08.05.2015

Responsible applicant and co-applicants

Employees

Publications

Publication
School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective
Morinaj Julia, Hadjar Andreas, Hascher Tina (2019), School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective, in Social Psychology of Education, 23(2), 279-314.
Analyzing Drawings to Explore children’s Concepts of an Ideal School: Implications for the Improvement of children’s Well-Being at School
Loureiro Kevin Simoes, Grecu Alyssa, de Moll Frederick, Hadjar Andreas (2019), Analyzing Drawings to Explore children’s Concepts of an Ideal School: Implications for the Improvement of children’s Well-Being at School, in Child Indicators Research, 1-25.
The Relationship between Alienation from Learning and Student Needs in Swiss Primary and Secondary Schools
Marcin Kaja, Morinaj Julia, Hascher Tina (2019), The Relationship between Alienation from Learning and Student Needs in Swiss Primary and Secondary Schools, in Zeitschrift für Pädagogische Psychologie, 1-15.
School Alienation, Student Learning and Social Behaviour in Challenging Times
Morinaj Julia, Marcin Kaja, Hascher Tina (2019), School Alienation, Student Learning and Social Behaviour in Challenging Times, in Gonida Sofia-Eleftheria, Lemos Marina (ed.), Emerald, Bingley, UK, 205-224.
Schulische Kontexte, Schulentfremdung und Bildungsarmut
Hadjar Andreas, Scharf Jan, Grecu Alyssa (2019), Schulische Kontexte, Schulentfremdung und Bildungsarmut, in Hurrelmann Klaus, Quenzel Gudrun (ed.), Springer VS, Wiesbaden, 183-209.
Teachers’ images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg
Grecu Alyssa, Hascher Tina, Hadjar Andreas (2019), Teachers’ images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg, in Studia paedagogica, 24(2), 85-108.
School alienation and student well-being: a cross-lagged longitudinal analysis
Morinaj Julia, Hascher Tina (2018), School alienation and student well-being: a cross-lagged longitudinal analysis, in European Journal of Psychology of Education, 34(2), 273-294.
School Alienation – theoretical approaches and educational research
Hascher Tina, Hadjar Andreas (2018), School Alienation – theoretical approaches and educational research, in Educational Research, 60(2), 171-188.
School Alienation: A Construct Validation Study
Morinaj Julia, Scharf Jan, Grecu Alyssa, Hadjar Andreas, Hascher Tina, Marcin Kaja (2017), School Alienation: A Construct Validation Study, in Front Learning Research, 5(2), 36-59.
Student well-being and school alienation
Morinaj Julia, Hascher Tina (2017), Student well-being and school alienation, in Castelli Luciana, Crescentini Alberto, Marcionetti Jenny (ed.), Hogrefe, Firenze, 56-60.
Entfremdung von der Schule. Theoretische Grundlagen und Forschungsstand.
HascherTina, HadjarAndreas, Entfremdung von der Schule. Theoretische Grundlagen und Forschungsstand., in Rubach Charlotte, Lazarides Rebecca (ed.), Barbara Budrich, Opladen.

Collaboration

Group / person Country
Types of collaboration
Dr. Sandra Hupka-Brunner, TREE project, University of Basel Switzerland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
Prof. Dr. Andreas Gold, Goethe University Frankfurt/Main Germany (Europe)
- in-depth/constructive exchanges on approaches, methods or results
Prof. Dr. Andreas Hadjar, University of Luxembourg, FLSHASE Luxembourg (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Exchange of personnel

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
ECER-Conference Talk given at a conference It’s not Elaila’s job to do all the housework and become a mother at the age of 16’: Chal-lenging traditional gender role orientations in secondary school between teachers’ idealism and everyday life in school 07.09.2019 Bozen, Italy Hascher Tina;
ECER-Conference Talk given at a conference How does classroom composition impact the development of school alienation among immigrants and non-immigrants of low and high social origin in secondary schools? 05.09.2019 Bozen, Italy Hadjar Andreas; Morinaj Iuliia; Hascher Tina;
ECER-Conference Talk given at a conference School cultures and the transition from primary to secondary education and ist impact on the development of school alienation. Teachers’ expectations towards students’ attitudes to and behavior in school 04.09.2019 Bozen, Italy Marcin Kaja; Hascher Tina;
EARLI Conference Talk given at a conference The role of teacher justice and error culture for aliention from teachers 13.08.2019 Aachen, Germany Morinaj Iuliia; Hascher Tina;
Vortrag am Research Group Meeting, Vienna University of Economics and Business, Edu-cation Sciences Group, Vienna Talk given at a conference Disparities in values of education and educational aspirations in secondary school in Lux-embourg and the Swiss Canton of Bern 04.07.2019 Vienna, Austria Hadjar Andreas; Hascher Tina;
SGBF-Kongress Talk given at a conference Alienation from Learning and Achievement: A Longitudinal Perspective 27.06.2019 Basel, Switzerland Hascher Tina; Hadjar Andreas; Morinaj Iuliia;
Interdisziplinäre Vortragsreihe Bildungsforschung der Universität Duisburg-Essen Individual talk Entfremdung von der Schule – Prädiktoren und Verläufe in der Primar- und Sekundarschul-zeit 03.05.2018 Essen, Germany Hascher Tina;
GEBF-Konferenz Talk given at a conference Schulentfremdung und Mitarbeit im Unterricht 16.02.2018 Basel, Switzerland Morinaj Iuliia; Hascher Tina;
RESL.eu Project Conference Talk given at a conference School alienation as a predictor of early school leaving 22.01.2018 Antwerpen, Belgium Hascher Tina; Hadjar Andreas;
International Conference on Well-Being in Education Systems Talk given at a conference Student well-being and school alienation 22.11.2017 Locarno, Switzerland Hascher Tina; Morinaj Iuliia;
EARLI-Conference Talk given at a conference From School to Cool to We don’t Need No Education: Predictors of School Alienation 02.09.2017 Tampere, Finland Marcin Kaja; Hascher Tina;
SGBF-Kongress Talk given at a conference School Alienation in Primary and Secondary School in the Swiss Canton of Bern: Individu-al Factors“ 27.06.2017 Fribourg, Switzerland Hascher Tina; Marcin Kaja; Morinaj Iuliia;
Symposium „School drop-out, school alienation, and diversity" Individual talk Preventing school alienation: The role of emotion and motivation 26.01.2017 Luxembourg, Luxembourg Hascher Tina;
AEPF-Tagung Talk given at a conference Schulentfremdung in der Primar- und Sekundarstufe 19.09.2016 Rostock, Germany Hascher Tina; Marcin Kaja; Morinaj Iuliia;
SGBF-Kongress Poster Schulentfremdung in der Primar- und Sekundarstufe 29.06.2016 Lausanne, Switzerland Hascher Tina; Morinaj Iuliia; Marcin Kaja;


Communication with the public

Communication Title Media Place Year
Print (books, brochures, leaflets) Lehrerbericht 2017 German-speaking Switzerland 2017
Print (books, brochures, leaflets) Lehrerbericht 2016 German-speaking Switzerland 2016

Associated projects

Number Title Start Funding scheme
197299 Student Well-Being in Switzerland and in Russia (WESIR) 01.08.2021 Project funding

Abstract

Education and lifelong learning are key sources of individual development in modern societies and are critical for progress and societal welfare. Constituting an important foundation for lifelong learning, education in kin-dergarten and school not only offers learning opportunities to children and adolescents independent of their family status, it also sets milestones for learning motivation over their entire lifetimes. However, research has shown that commitment and bonding to school decrease over a student’s school career. Even children who first like school may become detached and develop negative attitudes, which might lead to school alienation and eventually to dropping out (e.g. Stamm 2012). The risk that such children will not complete their basic education is tremendous (Archambault et al. 2009) and varies along certain axes of inequality. Boys and school students from working-class families or immigrant backgrounds generally perform worse than others in the educational system. This project seeks to analyse and to deeply understand the process of alienation with a special emphasis on the role that school alienation plays for these risk groups’ school success.As a point of departure, school alienation is defined as a general negative orientation towards learning in school that develops over time; it is characterised by a low level of bonding to school, a low level of identifi-cation with school and learning, and an emotional detachment from academic goals and values (Hascher & Ha-genauer 2010; Finn 1989; Dean 1961). As school alienation is the theoretical counterpart to concepts such as school enjoyment (e.g. Hagenauer & Hascher 2010), well-being in school (e.g. Hascher 2012), and school en-gagement (e.g. Reschly & Christenson 2013), shedding light on the causes of these positive emotions and atti-tudes towards school also seems to be beneficial for our study. In order to derive strategies to prevent or decrease alienation and to improve the educational level of risk groups, the study will focus on both high-achieving groups and risk groups (including high-achieving mem-bers of risk groups). Employing a mixed-method sequential design, the quantitative 3-waves survey (sequential panel design) involves 4 samples: Swiss primary- and secondary-school student samples and Luxembourgish primary- and secondary-school student samples. Primary-school students will be surveyed using standardised questionnaires from grade 4 to grade 6. Secondary-school students will be surveyed from grade 7 to 9. The role of their parents will be explored via perceptions of parental educational aspirations and parenting styles and by including socio-demographic aspects of the students’ homes in both the questionnaire survey and the group dis-cussions. A 2-wave qualitative panel study based on group discussions with students (grade 6 and grade 7 to cover the transition phase from primary to secondary level) and teachers in Switzerland and Luxembourg will address the individuals’ perspectives on school alienation.As a main achievement, the project will gain new insights into the causes and the development of alien-ation in school over a period of 6 grades (4-6, 7-9), which serve as a basis for the elaboration of risk-group-specific suggestions of how educational success can best be supported.
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