Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík

Kristjana Stella Blondal; Jón Torfi Jónasson; Atli Hafthórsson

doi:10.1007/978-3-030-04227-1_6

Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

In this chapter we investigate school effects on student disengagement as expressed by school misconduct among students in the last year of compulsory education in the capital area of Reykjavík in Iceland. We build on an input-process-output model. Multilevel analysis was used on the Icelandic data gathered in 2014–2015 (1996 students in 10th grade, age 15 in 44 schools) as a part of the ISCY study. We examine how the input variables socioeconomic status, both at school and individual level, affect students’ behavior disengagement, also in light of gender, and if these effects are mediated through the three process variables: students’ academic self-efficacy, their perception of value of education, and their relationship with their teachers. Results showed that school effect and socioeconomical composition of school predicted behavioral disengagement among boys and these effects where independent of individual-level objective and subjective SES and the process variables. Results for girls where different, as after controlling for individual-level objective and subjective SES, effects of school and SES composition of school were nonsignificant. The process variables all significantly predicted behavioral engagement for both boys and girls. The results call for further exploration of the gender effect and the school effect for the boys.

Original language	English
Title of host publication	Resisting Education
Subtitle of host publication	A Cross-National Study on Systems and School Effects
Editors	Jannick Demanet, Mieke Van Houtte
Publisher	Springer, Cham
Number of pages	17
Volume	2
ISBN (Electronic)	978-3-030-04227-1
ISBN (Print)	978-3-030-04226-4
DOIs	https://doi.org/10.1007/978-3-030-04227-1_6
Publication status	Published - 29 Jan 2019

Publication series

Name	International Study of City Youth Education
Publisher	Springer Cham
Volume	2

Bibliographical note

The project was funded by the Icelandic Research Fund (grant number 184730-051).

Other keywords

Academic self-efficacy
Gender
SES composition
School misconduct
Student engagement
Teacher-student relationship

Access to Document

10.1007/978-3-030-04227-1_6

Cite this

Blondal, K. S., Jónasson, J. T., & Hafthórsson, A. (2019). Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík. In J. Demanet, & M. V. Houtte (Eds.), Resisting Education: A Cross-National Study on Systems and School Effects (Vol. 2). (International Study of City Youth Education; Vol. 2). Springer, Cham. https://doi.org/10.1007/978-3-030-04227-1_6

Blondal, Kristjana Stella ; Jónasson, Jón Torfi ; Hafthórsson, Atli. / Student Disengagement in Inclusive Icelandic Education : A Question of School Effect in Reykjavík. Resisting Education: A Cross-National Study on Systems and School Effects. editor / Jannick Demanet ; Mieke Van Houtte. Vol. 2 Springer, Cham, 2019. (International Study of City Youth Education).

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abstract = "In this chapter we investigate school effects on student disengagement as expressed by school misconduct among students in the last year of compulsory education in the capital area of Reykjav{\'i}k in Iceland. We build on an input-process-output model. Multilevel analysis was used on the Icelandic data gathered in 2014–2015 (1996 students in 10th grade, age 15 in 44 schools) as a part of the ISCY study. We examine how the input variables socioeconomic status, both at school and individual level, affect students{\textquoteright} behavior disengagement, also in light of gender, and if these effects are mediated through the three process variables: students{\textquoteright} academic self-efficacy, their perception of value of education, and their relationship with their teachers. Results showed that school effect and socioeconomical composition of school predicted behavioral disengagement among boys and these effects where independent of individual-level objective and subjective SES and the process variables. Results for girls where different, as after controlling for individual-level objective and subjective SES, effects of school and SES composition of school were nonsignificant. The process variables all significantly predicted behavioral engagement for both boys and girls. The results call for further exploration of the gender effect and the school effect for the boys.",

keywords = "Academic self-efficacy, Gender, SES composition, School misconduct, Student engagement, Teacher-student relationship",

author = "Blondal, \{Kristjana Stella\} and J{\'o}nasson, \{J{\'o}n Torfi\} and Atli Hafth{\'o}rsson",

note = "The project was funded by the Icelandic Research Fund (grant number 184730-051).",

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Blondal, KS , Jónasson, JT & Hafthórsson, A 2019, Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík. in J Demanet & MV Houtte (eds), Resisting Education: A Cross-National Study on Systems and School Effects. vol. 2, International Study of City Youth Education, vol. 2, Springer, Cham. https://doi.org/10.1007/978-3-030-04227-1_6

Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík. / Blondal, Kristjana Stella ; Jónasson, Jón Torfi ; Hafthórsson, Atli.
Resisting Education: A Cross-National Study on Systems and School Effects. ed. / Jannick Demanet; Mieke Van Houtte. Vol. 2 Springer, Cham, 2019. (International Study of City Youth Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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AU - Blondal, Kristjana Stella

AU - Jónasson, Jón Torfi

AU - Hafthórsson, Atli

N1 - The project was funded by the Icelandic Research Fund (grant number 184730-051).

PY - 2019/1/29

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N2 - In this chapter we investigate school effects on student disengagement as expressed by school misconduct among students in the last year of compulsory education in the capital area of Reykjavík in Iceland. We build on an input-process-output model. Multilevel analysis was used on the Icelandic data gathered in 2014–2015 (1996 students in 10th grade, age 15 in 44 schools) as a part of the ISCY study. We examine how the input variables socioeconomic status, both at school and individual level, affect students’ behavior disengagement, also in light of gender, and if these effects are mediated through the three process variables: students’ academic self-efficacy, their perception of value of education, and their relationship with their teachers. Results showed that school effect and socioeconomical composition of school predicted behavioral disengagement among boys and these effects where independent of individual-level objective and subjective SES and the process variables. Results for girls where different, as after controlling for individual-level objective and subjective SES, effects of school and SES composition of school were nonsignificant. The process variables all significantly predicted behavioral engagement for both boys and girls. The results call for further exploration of the gender effect and the school effect for the boys.

AB - In this chapter we investigate school effects on student disengagement as expressed by school misconduct among students in the last year of compulsory education in the capital area of Reykjavík in Iceland. We build on an input-process-output model. Multilevel analysis was used on the Icelandic data gathered in 2014–2015 (1996 students in 10th grade, age 15 in 44 schools) as a part of the ISCY study. We examine how the input variables socioeconomic status, both at school and individual level, affect students’ behavior disengagement, also in light of gender, and if these effects are mediated through the three process variables: students’ academic self-efficacy, their perception of value of education, and their relationship with their teachers. Results showed that school effect and socioeconomical composition of school predicted behavioral disengagement among boys and these effects where independent of individual-level objective and subjective SES and the process variables. Results for girls where different, as after controlling for individual-level objective and subjective SES, effects of school and SES composition of school were nonsignificant. The process variables all significantly predicted behavioral engagement for both boys and girls. The results call for further exploration of the gender effect and the school effect for the boys.

KW - Academic self-efficacy

KW - Gender

KW - SES composition

KW - School misconduct

KW - Student engagement

KW - Teacher-student relationship

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M3 - Chapter

SN - 978-3-030-04226-4

VL - 2

T3 - International Study of City Youth Education

BT - Resisting Education

A2 - Demanet, Jannick

A2 - Houtte, Mieke Van

PB - Springer, Cham

ER -

Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík

Abstract

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Bibliographical note

Other keywords

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Cite this