Rollett Wolfram (2009). Â« Effects of studentsâ€™ all-day-school experiences on school enjoyment : The mediation effect of the studentsâ€™ perceived socio-emotional relation towards educational personnel Â». In European Association for Research on Learning and Instruction.Fostering Communities of Learners, Amsterdam, 27 aoĂ»t 2009. En ligne : <http://www.earli2009.or ... kofabstracts/start.html>.
Added by: AgnĂ¨s Cavet (04 Feb 2011 10:26:22 Europe/Paris)
|Resource type: Proceedings Article
BibTeX citation key: Rollett2009
Keywords: Allemagne, bien-ĂŞtre, relation enseignant-Ă©tudiant, temps et rythme scolaires
Publisher: European Association for Research on Learning and Instruction (Amsterdam)
Collection: Fostering Communities of Learners
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|URLs http://www.earli20 ... stracts/start.html|
"The PISA-2000 study revealed that German secondary school students â€“ in international comparison â€“ showed only an average performance. This led to a nationwide "all-day-school movement" which is currently being evaluated by a large-scale longitudinal evaluation study. This "Study on the Development of All-Day-Schools" (StEG, http://www.projekt-steg.de) investigates 373 German schools while implementing and extending their all-day-school program at three time points (2005-2009). Despite the original motive for this school reform, most all-day-school programs focus also on the non-cognitive development of the students.
This paper examines effects of implementing all-day-school programs on students' school enjoyment. The "Mediation Effect Model for School Enjoyment" (Rollett, 2007) assumes that the quality of the socio-emotional relation, perceived by the students, towards teachers and other educational staff constitutes an important mediating variable for channelling school experience-based effects on overall school enjoyment. This assumption was tested in the all-day-school context by a multi-level path-analytic approach based on the data of 273 secondary schools (first wave). 14.895 students (5th to 9th grade) provided information about the all-day activities they were taking part in. They answered questions about how they evaluate the all-day-school program, the quality of the socio-emotional relation they perceived towards the educational staff and their school enjoyment. In a subsequent analysis, the path-model for the student level was extended by introducing second wave retest-variables (N=3367). Both empirical models we achieved match our theoretical expectations.
The findings provide empirical evidence for the validity of the assumptions central to the Mediation Effect Model for School Enjoyment. This illustrates and emphasises the importance of the quality of the social interaction between students and the professionals responsible for them during school time as to achieving the intended positive effects of school reforms on students."
Added by: AgnĂ¨s Cavet