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Determinants of students’ school-identification in secondary vocational education

  • Els de Koning
  • Monique Boekaerts
Article

Abstract

This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education. We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability (i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school. Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity. Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of their teachers. Elaborate interpretations of the results are provided in the discussion.

Key words

Classroom climate Goals Self-identification Self-regulation Vocational education 

Résumé

L’article rapporte sur une étude concernant l’identification scolaire de 1819 étudiants de première année dans éducation professionnelle secondaire. Nous avons mesuré l’identification scolaire de ces adolescents et usagé la perspective d’autorégulation définir trois blocs de déterminants potentiels, y compris les buts personnels d’étudiants (1) leurs estimations de l’école et classe (2), et leur identité du pair et identité de maison (3). Un autre bloc a inclus les caractéristiques personnelles d’étudiants, tel que capacité générale (cours niveau) et genre (4). Nous avons enquêté sur les contributions des quatre blocs de déterminants potentiels dans expliquer de l’identification d’école d’étudiants en utilisant une analyse du régression. La première analyse du régression a montré trois clef déterminants, y compris estimations de professeur attente et estimation de cours utilité, et l’ampleur à laquelle les étudiants sentent a aliéné de leur école. D’importance secondaire les identités relationnelles étaient, avec l’existence de la pair-identité plus important qu’identité de maison. Les buts personnels étaient les déterminants moins importants. La deuxième analyse du régression a montré comme les déterminants clés ont été expliqués par d’un côté l’estimation de l’étudiant de support mutuel, et en revanche participation, justice, humour, apprendre support, récompense et respect personnel de leurs professeurs. Les interprétations étendues des résultats sont fournies dans la discussion.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2005

Authors and Affiliations

  1. 1.Department of Education and Child Studies, Centre for the Study of Learning and InstructionLeiden UniversityLeidenThe Netherlands

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