Article
| Title: | Vztah akademické marnosti a výsledk žáků : různé mechanismy pro matematiku a čtenářskou gramotnost |
| Variant title: | The relationship between academic futility and student achievement : different mechanisms for mathematics and reading literacy |
| Author: | |
| Source document: | Studia paedagogica. 2020, vol. 25, iss. 3, pp. [43]-67 |
| Extent: | [43]-67 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| DOI: | 10.5817/SP2020-3-2 |
| Type: | Article (Czech) |
| Stable URL: | http://hdl.handle.net/11222.digilib/142858 |
| License: |
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Abstract(s):
Výzkumy ukazují, že žáci odborných středoškolských programů mají horší výsledky než žáci všeobecně vzdělávacích programů i tehdy, když zohledníme jejich vstupní výsledky a rodinné zázemí. Možné příčiny tohoto jevu výzkumníci spatřují v klimatu školy. V této stati je klima školy operacionalizováno prostřednictvím kultury akademické marnosti. Zkoumáme, zda pocit akademické marnosti ovlivňuje výsledky žáků 3. ročníků g ymnázií, středných odborných škol a středních odborných učilišť v matematice a ve čtenářské gramotnosti, zohledníme-li jejich rodinné zázemí a vstupní vědomosti. Analýza využívající víceúrovňové modelování v programu MPlus je provedena na souboru 2846 žáků ze 143 tříd v 79 školách, kteří byli testováni a dotazováni na počátku středoškolského studia a potom opět v polovině 3. ročníku. Výsledky potvrzují vliv pocitu akademické marnosti na sledované výsledky a ukazují mírné odlišnosti v jeho uplatnění v obou disciplínách.
Research has shown that students in vocational secondary school programs have worse results than students in general-education programs do, even when their initial results and family background are taken into account. Researchers have noted possible causes of this phenomenon in the school climate. In this article, the school climate is operationalized through a culture of academic futility. We examine whether the feeling of academic futility affects the performance in mathematics and reading literacy of third-year students at grammar schools, secondary vocational schools, and apprenticeship schools, taking into account their family background and initial knowledge. The analysis used multi-level modeling in MPlus and was performed on a set of 2,846 students from 143 classes in 79 schools who were administered tests and questionnaires at the beginning of secondary school and then again in the middle of their third year. The results confirm the effect of academic futility on student achievement and show slight differences in its effect between the two subjects.
Research has shown that students in vocational secondary school programs have worse results than students in general-education programs do, even when their initial results and family background are taken into account. Researchers have noted possible causes of this phenomenon in the school climate. In this article, the school climate is operationalized through a culture of academic futility. We examine whether the feeling of academic futility affects the performance in mathematics and reading literacy of third-year students at grammar schools, secondary vocational schools, and apprenticeship schools, taking into account their family background and initial knowledge. The analysis used multi-level modeling in MPlus and was performed on a set of 2,846 students from 143 classes in 79 schools who were administered tests and questionnaires at the beginning of secondary school and then again in the middle of their third year. The results confirm the effect of academic futility on student achievement and show slight differences in its effect between the two subjects.
Keywords:
středoškolské vzdělávání; pocit akademické marnosti; výsledky vzdělávání; longitudinální studie; strukturní víceúrovňové modelování
upper secondary education; academic futility; academic achievement; longitudinal study; structural equation modeling
upper secondary education; academic futility; academic achievement; longitudinal study; structural equation modeling
Note:
Text je výstupem řešení projektu GA ČR 18-19056S. Autoři děkují recenzentům za cenné připomínky.
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