Are adolescents more socially integrated in all-day schools than in half-day schools?

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Julia Künstler-Sment, Aleksander Kocaj, Georg Lorenz, Malte Jansen
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Abstract

Abstract: In Germany, the number of all-day schools has been steadily increasing since 2001. This study examines the social relationships of students in all-day and half-day schools. We hypothesized that spending more time with different classmates in extracurricular activities and a greater emphasis on social skills in all-day schools contribute to higher levels of social integration. We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small.
青少年在全日制学校比在半日制学校更能融入社会吗?
摘要:自2001年以来,德国全日制学校的数量一直在稳步增长。本研究考察了全日制和半日制学校学生的社会关系。我们假设,在课外活动中花更多的时间与不同的同学在一起,以及在全日制学校更强调社交技能,有助于提高社会融合水平。我们还期望课外活动参与率较高的教室表现出更高的社会融合水平。我们分析了来自2018年学生成就IQB趋势研究的数据,包括10010名九年级学生(15.49岁;在368所德国中学(202所半日制学校和166所全日制学校)的481个教室中学习。对课堂层面的不同社会整合措施(包括自我报告和社会测量项目)进行线性回归分析,使我们能够在控制学校轨道和构成的情况下,探索基于课外参与的社会关系差异。结果表明,全日制学校的社会融合水平高于半日制学校。此外,高课外参与率的班级比低课外参与率的班级表现出更高的社会融合水平。然而,这些发现的影响很小。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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