Název: Vztah akademické marnosti a výsledk žáků : různé mechanismy pro matematiku a čtenářskou gramotnost
Variantní název:
- The relationship between academic futility and student achievement : different mechanisms for mathematics and reading literacy
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 3, s. [43]-67
Rozsah
[43]-67
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-3-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142858
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
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.
Note
Text je výstupem řešení projektu GA ČR 18-19056S. Autoři děkují recenzentům za cenné připomínky.
Reference
[1] Agirdag, O., Van Houtte, M., & Avermaet, P. (2012). Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture. European Sociological Review, 28(3), 366–378. https://doi.org/10.1093/esr/jcq070 | DOI 10.1093/esr/jcq070
[2] Alpert, B., & Bechar, S. (2008). School organisational efforts in search for alternatives to ability grouping. Teaching and Teacher Education, 24(6), 1599–1612. https://doi.org/10.1016/j.tate.2008.02.023 | DOI 10.1016/j.tate.2008.02.023
[3] Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 | DOI 10.3102/0034654316669821
[4] Blažek, R., Janotová, Z., Potužníková, E., & Basl, J. (2019). Mezinárodní šetření PISA 2018. Národní zpráva. ČŠI.
[5] Brookover, W. B., & Schneider, J. M. (1975). Academic environments and elementary school achievement. Journal of Research and Development in Education, 9(1), 82–91.
[6] Byrne, B. M. (1998). Structural equation modelling with lisrel, prelis and simplis: basic concepts, applications and programming. Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203774762 | DOI 10.4324/9780203774762
[7] Coleman, J., Campbell, E., Hobson, C., Mcpartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity. US Government Printing Office.
[8] Dockx, J., & De Fraine, B. (2018). On track for unemployment? Long-term effects of tracks. School Effectiveness and School Improvement, 30(2), 131–154. https://doi.org/10.1080/09243453.2018.1537292 | DOI 10.1080/09243453.2018.1537292
[9] Dzúrová, D., Csémy, L., Spilková, J., & Lustigová, M. (2015). Zdravotně rizikové chování mládeže v Česku. Státní zdravotní ústav.
[10] Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2015). A road map to vocational education and training in industrialized countries. ILR Review, 68(2), 314–337. https://doi.org/10.1177/0019793914564963 | DOI 10.1177/0019793914564963
[11] Grecmanová, H. (2008). Klima školy. Hanex.
[12] Grecmanová, H., Dopita, M., Poláchová Vašťatková, J., & Skopalová, J. (2012). Klima školy. Soubor dotazníků pro učitele, žáky a rodiče. Národní ústav pro vzdělávání.
[13] Hampf, F., & Wößmann, L. (2016). Vocational vs. general education and employment over the life-cycle: new evidence from PIAAC. CESifo Economic Studies, 63(3), 255–269. https://doi.org/10.1093/cesifo/ifx012 | DOI 10.1093/cesifo/ifx012
[14] Hanushek, E. A., & Wößmann, L. (2006). Does educational tracking affect performance and inequality? Differences-indifferences evidence across countries. The Economic Journal, 116(510), C63–C76. https://doi.org/10.1111/j.1468-0297.2006.01076.x | DOI 10.1111/j.1468-0297.2006.01076.x
[15] Hanushek, E. A., Wößmann, L., & Zhang, L. (2011). General education, vocational education, and labor-market outcomes over the life-cycle. National Bureau of Economic Research.
[16] Hauser, R. M. (1971). Socio-economic background and educational performance. American Sociological Association.
[17] Hlaďo, P. (2010). Vliv sociálního okolí na kariérové rozhodování žáků při přechodu do vyššího sekundárního vzdělávání. Pedagogická orientace, 20(3), 66–81. https://journals.muni.cz/pedor/article/view/1379
[18] Hlaďo, P., & Balcar, J. (2012). Sociálně-psychologické aspekty volby technického a humanitního studijního zaměření při tranzici žáků do maturitních oborů na středních školách. Pedagogická orientace, 22(4), 544–564. http://dx.doi.org/10.5817/PedOr2012-4-544 | DOI 10.5817/PedOr2012-4-544
[19] Hlaďo, P., & Ježek, S. (2018). Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica, 23(2), 101–135. https://doi.org/10.5817/SP2018-2-7 | DOI 10.5817/SP2018-2-7
[20] Hlaďo, P., & Šlapalová, K. (2019). "Už to dál nešlo" – meziškolní mobilita ve středním odborném vzdělávání zpětným pohledem žáků. Pedagogika, 69(2), 147–164. https://doi.org/10.14712/23362189.2018.852 | DOI 10.14712/23362189.2018.852
[21] Hu, L.-T., & Bentler, P. M. (1998). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 | DOI 10.1080/10705519909540118
[22] Kelly, S., & Carbonaro, W. (2012). Curriculum tracking and teacher expectations: evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271–294. https://doi.org/10.1007/s11218-012-9182-6 | DOI 10.1007/s11218-012-9182-6
[23] Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231–251. https://doi.org/10.1007/s10984-006-9015-7 | DOI 10.1007/s10984-006-9015-7
[24] Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Educational transitions and differential learning environments: how explicit between-school tracking contributes to social inequality in educational outcomes. Child Development Perspectives, 2(2), 99–106. https://doi.org/10.1111/j.1750-8606.2008.00048.x | DOI 10.1111/j.1750-8606.2008.00048.x
[25] Oakes, J. (2005). Keeping Track: How Schools Structure Inequality. Yale University Press.
[26] OECD. (2019). Education at a Glance. OECD.
[27] Page, R. N. (1991). Lower-track classrooms: a curricular and cultural perspective. Teachers College Press.
[28] Rubin, B., & Noguera, P. (2004). Tracking detracking: sorting through the dilemmas and possibilities of detracking in practice. Equity and Excellence in Education, 37(1), 92–101. https://doi.org/10.1080/10665680490422142 | DOI 10.1080/10665680490422142
[29] Straková, J. (2015). Strong vocational education – a safe way to the labour market? A case study of the Czech Republic. Educational Research, 57(2), 168–181. https://doi.org/10.1080/00131881.2015.1030853 | DOI 10.1080/00131881.2015.1030853
[30] Straková, J., & Simonová, J. (2013). Vliv navštěvované střední školy na občanské postoje středoškoláků v ČR. Orbis scholae, 7(3), 27–47. https://doi.org/10.14712/23363177.2015.12 | DOI 10.14712/23363177.2015.12
[31] Straková, J., Soukup, P., & Simonová, J. (v tisku). Ověření konceptu akademické marnosti v českém středním vzdělávání. Sociologický časopis / Czech Sociological Review.
[32] Straková, J., Tomášek, V., & Palečková, J. (1998). Třetí mezinárodní výzkum matematického a přírodovědného vzdělání – Souhrnné výsledky žáků posledních ročníků středních škol. Výzkumný ústav pedagogický.
[33] Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907 | DOI 10.3102/0034654313483907
[34] Uline, C., & Tschannen-Moran, M. (2008). The walls speak: the interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73. https://doi.org/10.1108/09578230810849817 | DOI 10.1108/09578230810849817
[35] Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems. A comparative perspective. Annual Review of Sociology, 36(1), 407–428. https://doi.org/10.1146/annurev.soc.012809.102538 | DOI 10.1146/annurev.soc.012809.102538
[36] Van Houtte, M. (2004). Tracking effects on school achievement: a quantitative explanation in terms of the academic culture of school staff. American Journal of Education, 110(4), 354–388. https://www.jstor.org/stable/10.1086/422790 | DOI 10.1086/422790
[37] Van Houtte, M. (2016). Lower-track students; sense of academic futility: selection or effect? Journal of Sociology, 52(4), 874–889. https://doi.org/10.1177/1440783315600802 | DOI 10.1177/1440783315600802
[38] Van Houtte, M., & Stevens, P. A. J. (2008). Sense of futility: the missing link between track position and self-reported school misconduct. Youth and Society, 40(2), 245–264. https://doi.org/10.1177/0044118X08316251 | DOI 10.1177/0044118X08316251
[39] Van Houtte, M., & Stevens, P. A. J. (2010). The culture of futility and its impact on study culture in technical/vocational schools in Belgium. Oxford Review of Education, 36 (1), 23–43. https://www.tandfonline.com/doi/abs/10.1080/03054980903481564 | DOI 10.1080/03054980903481564
[40] Van Houtte, M., & Stevens, P. A. J. (2015). Tracking and sense of futility: the impact of between-school tracking versus within-school tracking in secondary education in Flanders (Belgium). British Educational Research Journal, 41(5), 782–800. https://doi.org/10.1002/berj.3172 | DOI 10.1002/berj.3172
[41] Wang, M. T., & Degol, J. L. (2016). School climate: a review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1 | DOI 10.1007/s10648-015-9319-1
[42] Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152. https://doi.org/10.1177/0734282909344205 | DOI 10.1177/0734282909344205
[2] Alpert, B., & Bechar, S. (2008). School organisational efforts in search for alternatives to ability grouping. Teaching and Teacher Education, 24(6), 1599–1612. https://doi.org/10.1016/j.tate.2008.02.023 | DOI 10.1016/j.tate.2008.02.023
[3] Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 | DOI 10.3102/0034654316669821
[4] Blažek, R., Janotová, Z., Potužníková, E., & Basl, J. (2019). Mezinárodní šetření PISA 2018. Národní zpráva. ČŠI.
[5] Brookover, W. B., & Schneider, J. M. (1975). Academic environments and elementary school achievement. Journal of Research and Development in Education, 9(1), 82–91.
[6] Byrne, B. M. (1998). Structural equation modelling with lisrel, prelis and simplis: basic concepts, applications and programming. Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203774762 | DOI 10.4324/9780203774762
[7] Coleman, J., Campbell, E., Hobson, C., Mcpartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity. US Government Printing Office.
[8] Dockx, J., & De Fraine, B. (2018). On track for unemployment? Long-term effects of tracks. School Effectiveness and School Improvement, 30(2), 131–154. https://doi.org/10.1080/09243453.2018.1537292 | DOI 10.1080/09243453.2018.1537292
[9] Dzúrová, D., Csémy, L., Spilková, J., & Lustigová, M. (2015). Zdravotně rizikové chování mládeže v Česku. Státní zdravotní ústav.
[10] Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2015). A road map to vocational education and training in industrialized countries. ILR Review, 68(2), 314–337. https://doi.org/10.1177/0019793914564963 | DOI 10.1177/0019793914564963
[11] Grecmanová, H. (2008). Klima školy. Hanex.
[12] Grecmanová, H., Dopita, M., Poláchová Vašťatková, J., & Skopalová, J. (2012). Klima školy. Soubor dotazníků pro učitele, žáky a rodiče. Národní ústav pro vzdělávání.
[13] Hampf, F., & Wößmann, L. (2016). Vocational vs. general education and employment over the life-cycle: new evidence from PIAAC. CESifo Economic Studies, 63(3), 255–269. https://doi.org/10.1093/cesifo/ifx012 | DOI 10.1093/cesifo/ifx012
[14] Hanushek, E. A., & Wößmann, L. (2006). Does educational tracking affect performance and inequality? Differences-indifferences evidence across countries. The Economic Journal, 116(510), C63–C76. https://doi.org/10.1111/j.1468-0297.2006.01076.x | DOI 10.1111/j.1468-0297.2006.01076.x
[15] Hanushek, E. A., Wößmann, L., & Zhang, L. (2011). General education, vocational education, and labor-market outcomes over the life-cycle. National Bureau of Economic Research.
[16] Hauser, R. M. (1971). Socio-economic background and educational performance. American Sociological Association.
[17] Hlaďo, P. (2010). Vliv sociálního okolí na kariérové rozhodování žáků při přechodu do vyššího sekundárního vzdělávání. Pedagogická orientace, 20(3), 66–81. https://journals.muni.cz/pedor/article/view/1379
[18] Hlaďo, P., & Balcar, J. (2012). Sociálně-psychologické aspekty volby technického a humanitního studijního zaměření při tranzici žáků do maturitních oborů na středních školách. Pedagogická orientace, 22(4), 544–564. http://dx.doi.org/10.5817/PedOr2012-4-544 | DOI 10.5817/PedOr2012-4-544
[19] Hlaďo, P., & Ježek, S. (2018). Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica, 23(2), 101–135. https://doi.org/10.5817/SP2018-2-7 | DOI 10.5817/SP2018-2-7
[20] Hlaďo, P., & Šlapalová, K. (2019). "Už to dál nešlo" – meziškolní mobilita ve středním odborném vzdělávání zpětným pohledem žáků. Pedagogika, 69(2), 147–164. https://doi.org/10.14712/23362189.2018.852 | DOI 10.14712/23362189.2018.852
[21] Hu, L.-T., & Bentler, P. M. (1998). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 | DOI 10.1080/10705519909540118
[22] Kelly, S., & Carbonaro, W. (2012). Curriculum tracking and teacher expectations: evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271–294. https://doi.org/10.1007/s11218-012-9182-6 | DOI 10.1007/s11218-012-9182-6
[23] Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231–251. https://doi.org/10.1007/s10984-006-9015-7 | DOI 10.1007/s10984-006-9015-7
[24] Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Educational transitions and differential learning environments: how explicit between-school tracking contributes to social inequality in educational outcomes. Child Development Perspectives, 2(2), 99–106. https://doi.org/10.1111/j.1750-8606.2008.00048.x | DOI 10.1111/j.1750-8606.2008.00048.x
[25] Oakes, J. (2005). Keeping Track: How Schools Structure Inequality. Yale University Press.
[26] OECD. (2019). Education at a Glance. OECD.
[27] Page, R. N. (1991). Lower-track classrooms: a curricular and cultural perspective. Teachers College Press.
[28] Rubin, B., & Noguera, P. (2004). Tracking detracking: sorting through the dilemmas and possibilities of detracking in practice. Equity and Excellence in Education, 37(1), 92–101. https://doi.org/10.1080/10665680490422142 | DOI 10.1080/10665680490422142
[29] Straková, J. (2015). Strong vocational education – a safe way to the labour market? A case study of the Czech Republic. Educational Research, 57(2), 168–181. https://doi.org/10.1080/00131881.2015.1030853 | DOI 10.1080/00131881.2015.1030853
[30] Straková, J., & Simonová, J. (2013). Vliv navštěvované střední školy na občanské postoje středoškoláků v ČR. Orbis scholae, 7(3), 27–47. https://doi.org/10.14712/23363177.2015.12 | DOI 10.14712/23363177.2015.12
[31] Straková, J., Soukup, P., & Simonová, J. (v tisku). Ověření konceptu akademické marnosti v českém středním vzdělávání. Sociologický časopis / Czech Sociological Review.
[32] Straková, J., Tomášek, V., & Palečková, J. (1998). Třetí mezinárodní výzkum matematického a přírodovědného vzdělání – Souhrnné výsledky žáků posledních ročníků středních škol. Výzkumný ústav pedagogický.
[33] Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907 | DOI 10.3102/0034654313483907
[34] Uline, C., & Tschannen-Moran, M. (2008). The walls speak: the interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73. https://doi.org/10.1108/09578230810849817 | DOI 10.1108/09578230810849817
[35] Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems. A comparative perspective. Annual Review of Sociology, 36(1), 407–428. https://doi.org/10.1146/annurev.soc.012809.102538 | DOI 10.1146/annurev.soc.012809.102538
[36] Van Houtte, M. (2004). Tracking effects on school achievement: a quantitative explanation in terms of the academic culture of school staff. American Journal of Education, 110(4), 354–388. https://www.jstor.org/stable/10.1086/422790 | DOI 10.1086/422790
[37] Van Houtte, M. (2016). Lower-track students; sense of academic futility: selection or effect? Journal of Sociology, 52(4), 874–889. https://doi.org/10.1177/1440783315600802 | DOI 10.1177/1440783315600802
[38] Van Houtte, M., & Stevens, P. A. J. (2008). Sense of futility: the missing link between track position and self-reported school misconduct. Youth and Society, 40(2), 245–264. https://doi.org/10.1177/0044118X08316251 | DOI 10.1177/0044118X08316251
[39] Van Houtte, M., & Stevens, P. A. J. (2010). The culture of futility and its impact on study culture in technical/vocational schools in Belgium. Oxford Review of Education, 36 (1), 23–43. https://www.tandfonline.com/doi/abs/10.1080/03054980903481564 | DOI 10.1080/03054980903481564
[40] Van Houtte, M., & Stevens, P. A. J. (2015). Tracking and sense of futility: the impact of between-school tracking versus within-school tracking in secondary education in Flanders (Belgium). British Educational Research Journal, 41(5), 782–800. https://doi.org/10.1002/berj.3172 | DOI 10.1002/berj.3172
[41] Wang, M. T., & Degol, J. L. (2016). School climate: a review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1 | DOI 10.1007/s10648-015-9319-1
[42] Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152. https://doi.org/10.1177/0734282909344205 | DOI 10.1177/0734282909344205