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School effectiveness and students' future orientation: A multilevel analysis of upper secondary schools in Stockholm, Sweden
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).ORCID-id: 0000-0002-9087-1779
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för folkhälsovetenskap.ORCID-id: 0000-0003-3573-6301
Stockholms universitet, Samhällsvetenskapliga fakulteten, Kriminologiska institutionen.ORCID-id: 0000-0001-8875-3776
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för folkhälsovetenskap.ORCID-id: 0000-0001-6606-2157
2019 (engelsk)Inngår i: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 70, s. 62-73Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Introduction

Future orientation (FO) refers to individuals' beliefs and feelings about their future. Earlier research has primarily investigated correlates of FO at the individual and family level, but it seems likely that FO is also shaped by other central agents or institutions, such as the school. Earlier studies have found positive associations between “school effectiveness” and student performance, and negative associations in relation to e.g., bullying, delinquency, and health risk behaviors. The current study investigated three teacher-reported features of school effectiveness - school leadership, teacher cooperation and consensus, and school ethos - and their links with student-reported FO.

Methods

Survey data were collected in 2016 among 5131 students (aged 17–18 years) and 1061 teachers in 46 upper secondary schools in Stockholm, Sweden, and merged with school-level register data. Two-level binary logistic regression analyses were performed.

Results

The analyses showed that higher teacher ratings of school leadership and school ethos were associated with a greater likelihood of reporting an optimistic FO among students. Teacher cooperation and consensus was however not associated with students' FO.

Conclusion

The findings indicate that the school environment contributes to shaping students' beliefs about their future. Thus, enhancing features of school effectiveness may be a way of promoting a positive development and brighter objective future prospects for the young, via pathways such as good student-teacher relations and academic motivation and achievement.

sted, utgiver, år, opplag, sider
2019. Vol. 70, s. 62-73
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-164315DOI: 10.1016/j.adolescence.2018.11.007ISI: 000456229000007OAI: oai:DiVA.org:su-164315DiVA, id: diva2:1278989
Tilgjengelig fra: 2019-01-15 Laget: 2019-01-15 Sist oppdatert: 2019-03-04bibliografisk kontrollert

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