Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation

Autor/inn/en	Martin, Andrew J.; Papworth, Brad; Ginns, Paul; Liem, Gregory Arief D.
Titel	Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation
Quelle	In: American Educational Research Journal, 51 (2014) 5, S.1007-1049 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214532164
Schlagwörter	Boarding Schools; Academic Achievement; Foreign Countries; Well Being; High School Students; Life Satisfaction; Interpersonal Relationship; Statistical Analysis; Student Motivation; Learner Engagement; Outcomes of Education; Extracurricular Activities; Attachment Behavior; Longitudinal Studies; Cognitive Style; Measures (Individuals); Parent Child Relationship; Personality Measures; Personality Traits; Psychometrics; Case Studies; Achievement Gains; Factor Analysis; Structural Equation Models; Australia + Suchen Sie Ihr Suchwort? Boarding school; Internat; Schulleistung; Ausland; Well-being; Wellness; Wohlbefinden; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lebensvollendung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Statistische Analyse; Schulische Motivation; Lernleistung; Schulerfolg; Außerunterrichtliche Aktivität; Attachment; Bindungsverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive styles; Kognitiver Stil; Messdaten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Psychometry; Psychometrie; Case study; Fallstudie; Case Study; Achievement gain; Leistungssteigerung; Faktorenanalyse; Australien
Abstract	Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students' motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationships)--controlling for sociodemographic, achievement, personality, and school covariates. The main sample comprised 5,276 high school students (28% boarding students; 72% day students) from 12 high schools in Australia. A subsample of 2,002 students (30% boarding students; 70% day students) had pretest data, enabling analyses of gains or declines in outcomes across the school year. Results indicated predominant parity between boarding and day students on most outcome factors, some modest positive results favoring boarding students, and no notable differences in gains or declines on outcomes between boarders and day students over the course of one academic year. Implications for researchers, the boarding sector, parents, and students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10