School withdrawal in Norwegian upper secondary school: the role of students’ affective bond to school

School withdrawal in Norwegian upper secondary school: the

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School withdrawal in Norwegian upper secondary school: …

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

School withdrawal in Norwegian upper secondary – CORE

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.

Empowering locals through school governance: A case of

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.

Student Engagement and School Burnout in Finnish Lower

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

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.

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The Influence of Affective Teacher-Student Relationships

Teacher-Student Relationships, School Engagement, and Achievement 2 The Influence of Affective Teacher-Student Relationships on Students’ School Engagement

Political alienation among migrant youths: Exploring the

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.

Demographic and psychological predictors of grade point

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.