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School withdrawal in Norwegian upper secondary school: the role of students’ affective bond to school Master’s thesis in pedagogy Torstein Nielsen Hole University of Bergen Faculty of psychology Institute of pedagogy Spring 2013
Several studies show that Norwegian school children report relatively high school contentment compared to other countries, yet drop-out rates in upper secondary school have been stable at relatively high rates the last ten years. The eventual impact of school well-being to school withdrawal is the basis of the project.
School withdrawal in Norwegian upper secondary school: the role of students’ affective bond to school Hole, Torstein Nielsen ( The University of Bergen , 2013-05-15 ) The aim of this project has been to gain insight into subjective student experiences in upper secondary school.
In this study, we treated dimensions of affective engagement (student-perceived teacher support, family support for learning and peer support at school) as contextual facilitators of affects that contribute to lower-secondary school students’ behavioural and cognitive engagement and burnout.
Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review The purpose of this study was to assess the status of knowledge regarding the association between teacher–student relationship (TSR), dropout from upper secondary school, and student mental health.
Teacher-Student Relationships, School Engagement, and Achievement 2 The Influence of Affective Teacher-Student Relationships on Students’ School Engagement
Selected students and schools (in the first row the number represents the students in each school, while the letter refers to their school, e.g. 1B represents student 1 at school B), by gender, nationality, language, religion, time of residence in Norway, choice of social studies, class level, and subject of study.
Approximately 30% of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by grade point average (GPA), is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA.