Literaturnachweis - Detailanzeige
Autor/inn/en | Ivaniushina, Valeria; Alexandrov, Daniel |
---|---|
Titel | Anti-School Attitudes, School Culture and Friendship Networks |
Quelle | In: British Journal of Sociology of Education, 39 (2018) 5, S.698-716 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2017.1402674 |
Schlagwörter | School Culture; Individual Characteristics; Social Environment; Values; Peer Groups; Friendship; Outcomes of Education; Correlation; Socioeconomic Influences; Student Attitudes; Multiple Regression Analysis; Social Networks; Network Analysis; Computer Software; Foreign Countries; Social Differences; Academic Achievement; Grade Point Average; Secondary School Students; Parent Background; Educational Attainment; Ethnic Groups; Minority Groups; Institutional Characteristics; School Surveys; Statistical Analysis; Russia Schulkultur; Schulleben; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Soziales Umfeld; Wertbegriff; Gleichaltrigengruppe; Peer Group; Freundschaft; Lernleistung; Schulerfolg; Korrelation; Sozioökonomischer Faktor; Schülerverhalten; Social network; Soziales Netzwerk; Netzplantechnik; Ausland; Sozialer Unterschied; Schulleistung; Sekundarschüler; Elternhaus; Bildungsabschluss; Bildungsgut; Ethnie; Ethnische Minderheit; Statistische Analyse; Russland |
Abstract | This article explores the relationship between educational outcomes and anti-school attitudes at different levels of social organization in schools. Data were collected in St. Petersburg, Russia (104 schools, 7300 students) and analyzed using multi-level regression models that included three levels: individual, clique of friends and school. A clique is defined as a tight group of friends in a school class; we used social network analysis software Kliquefinder for clique identification. We demonstrate that friends' attitudes are strongly related to the educational outcomes of a student (net of person's individual attitudes and socio-demographic characteristics). In contrast, school-level effects disappear in the multi-level model when individual characteristics are included. The results of the study clearly demonstrate that the socio-economic and curricular differentiation of schools does not always lead to the polarization of 'school academic cultures'. A school social environment is sufficiently heterogeneous, and different value systems in small peer groups may coexist. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |