school alienation; school success; adolescence; risk groups; learning; mixed methods design
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.
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
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
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.
Hadjar Andreas, Scharf Jan, Grecu Alyssa (2019), Schulische Kontexte, Schulentfremdung und Bildungsarmut, in Hurrelmann Klaus, Quenzel Gudrun (ed.), Springer VS, Wiesbaden, 183-209.
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.
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.
Hascher Tina, Hadjar Andreas (2018), School Alienation – theoretical approaches and educational research, in Educational Research
, 60(2), 171-188.
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.
Morinaj Julia, Hascher Tina (2017), Student well-being and school alienation, in Castelli Luciana, Crescentini Alberto, Marcionetti Jenny (ed.), Hogrefe, Firenze, 56-60.
HascherTina, HadjarAndreas, Entfremdung von der Schule. Theoretische Grundlagen und Forschungsstand., in Rubach Charlotte, Lazarides Rebecca (ed.), Barbara Budrich, Opladen.
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.