Skip to main content
SpringerLink
Log in

Determinants of students’ school-identification in secondary vocational education

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education. We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability (i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school. Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity. Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of their teachers. Elaborate interpretations of the results are provided in the discussion.

Résumé

L’article rapporte sur une étude concernant l’identification scolaire de 1819 étudiants de première année dans éducation professionnelle secondaire. Nous avons mesuré l’identification scolaire de ces adolescents et usagé la perspective d’autorégulation définir trois blocs de déterminants potentiels, y compris les buts personnels d’étudiants (1) leurs estimations de l’école et classe (2), et leur identité du pair et identité de maison (3). Un autre bloc a inclus les caractéristiques personnelles d’étudiants, tel que capacité générale (cours niveau) et genre (4). Nous avons enquêté sur les contributions des quatre blocs de déterminants potentiels dans expliquer de l’identification d’école d’étudiants en utilisant une analyse du régression. La première analyse du régression a montré trois clef déterminants, y compris estimations de professeur attente et estimation de cours utilité, et l’ampleur à laquelle les étudiants sentent a aliéné de leur école. D’importance secondaire les identités relationnelles étaient, avec l’existence de la pair-identité plus important qu’identité de maison. Les buts personnels étaient les déterminants moins importants. La deuxième analyse du régression a montré comme les déterminants clés ont été expliqués par d’un côté l’estimation de l’étudiant de support mutuel, et en revanche participation, justice, humour, apprendre support, récompense et respect personnel de leurs professeurs. Les interprétations étendues des résultats sont fournies dans la discussion.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ames, C.A. (1984). Competitive, co-operative, and individualistic goal structures: A motivational analysis. In R. Ames & C. Ames (Eds.),Research on motivation in education: Vol 1. Student motivation (pp. 177–207) New York: Academic Press.

    Google Scholar 

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology, 84(3), 261–271.

    Article  Google Scholar 

  • Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes.Journal of Educational Psychology, 80, 260–267.

    Article  Google Scholar 

  • Austin, J.T., & Vancouver, J.B. (1996). Goal constructs in psychology: Structure, process, and content.Psychological Bulletin, 120, 338–375.

    Article  Google Scholar 

  • Ballet, K., & Kelchtermans, G. (2004). De intensificatie van het lerarenberoep: Een literatuurstudie.Pedagogische Studien, 81(3), 195–213.

    Google Scholar 

  • Bandura, A. (1977).Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Barth, J.M., & Parke, R.D. (1993). Parent-child relationships influences on children’s transitions to school.Merrill-Palmer Quarterly 39, 173–195.

    Google Scholar 

  • Batenburg, T. (1998).De loopbaan na het MBO van voortijdig schoolverlaters. Groningen: GION.

    Google Scholar 

  • Battistisch, Solomon, Kim, Watson, & Schnaps (1995). Caring School Communities.Educational Psychologist, 32(3), 137–151.

    Article  Google Scholar 

  • Baumeister, R.F. (1989). The problem of life’s meaning. In D.M. Buss & N. Cantor (Eds.),Personality psychology: Recent trends and emerging directions (pp. 138–148). New York: Springer-Verlag.

    Google Scholar 

  • Berndt, T.J., & Keefe, K. (1996). Friend’s influence on school adjustment: A motivational analysis. In J. Juvonen & K.R. Wentzel (Eds.),Social motivation. Understanding children’s school adjustment. Cambridge: University Press.

    Google Scholar 

  • Boef, S., Bronneman, H.M., Eggink, E., & Herweijer, L.J. (1995).Processen van schaalvergroting in het onderwijs; een tussenstand. Rijswijk: SCP.

    Google Scholar 

  • Boekaerts, M., Pintrich, P.R., & Zeidner, M. (2000).Handbook of self-regulation. San Diego: Academic Press.

    Google Scholar 

  • Boekaerts, M., de Koning, E., & Vedder, P. (in press). Goals and self-regulation.Educational Psychologist.

  • Brandsma, J. (2001). De effectiviteit van de kwalificatiestructuur secundair beroepsonderwijs.Pedagogische Studieen, 78(6), 382–396.

    Google Scholar 

  • Brandtstädter, J., & Rothermund, K. (2002). The life-course dynamics of goal pursuit and goal adjustment: A two-process framework.Developmental Review, 22, 117–150.

    Article  Google Scholar 

  • Bruinsma, M. (2003). Leidt hogere motivatie tot betere prestaties? Motivatie, informatieverwerking en studievoortgang in het hoger onderwijs.Pedagogische Studieen, 80(3), 226–238.

    Google Scholar 

  • Christenson, S.L., Sinclair, M.F., Lehr, C.A., & Godber, Y. (2001). Promoting successful school completion: Critical conceptual and methodological guidelines.School Psychology Quarterly, 16, 468–484.

    Article  Google Scholar 

  • Christenson, S.L., Sinclair, M.F., Lehr, C.A., & Hurley C.M. (2000). Promoting successful school completion. In K. Minke & G. Bear (Eds.),Preventing school problems — Promoting school success: Strategies and programs that work (pp. 377–420). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Christenson, S.L., & Thurlow, M.L. (2004). School dropouts: Prevention considerations, interventions, and challenges.Current Directions in Psychological Science, 13(1), 36–39.

    Article  Google Scholar 

  • Covington, M.V., & Beery, R.G. (1976),Self-worth and school learning. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • de Bruijn, E., & van Esch, W. (2001). Flexibilisering van het middelbaar beroepsonderwijs: Mythe of mogelijkheid?Pedagogische Studieen, 78(6), 397–411.

    Google Scholar 

  • de Koning, E., & Boekaerts, M. (2002). Schaalgrootte in het middelbaar beroepsonderwijs en welbevinden van leerlingen. Leiden: Leiden University.

    Google Scholar 

  • de Koning, E., & Boekaerts, M. (2003a).Questionnaires for measuring (a) Personal Goals, (b) Home-Identity, (c) School and Classroom Appraisals, (d) Home- and Peer-Context Appraisals, (e) Coping Strategies. Leiden: Leiden University.

    Google Scholar 

  • de Koning, E., & Boekaerts, M. (2003b). Schaalgrootte en pedagogisch klimaat in het middelbaar beroepsonderwijs.Vernieuwing, 62(6), 16–18.

    Google Scholar 

  • de Winter, M. (2003).Niet te groot en niet te klein. Effecten van schaalgrootte op het welbevinden van jongeren. Utrecht: NIZW.

    Google Scholar 

  • Dweck, C.S., & Elliot, E.S. (1983). Achievement motivation. In P.H. Mussen & E.M. Hetherington (Eds.),Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 643–691). New York: Wiley.

    Google Scholar 

  • Eccles, J.S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames & C. Ames (Eds.),Research on motivation in education (vol. 3, pp. 139–186). New York: Academic Press.

    Google Scholar 

  • Eccles, J., Templeton J., Barber, B., & Stone, M. (2003). Adolescence and emerging adulthood. The critical passage ways to adulthood. In M.H. Bornstein & L. Davidson (Eds.),Well-being: Positive development across the life course. Crosscurrents in contemporary psychology (pp. 383–406). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Esposito, C. (1999). Learning in urban blight: School climate and its effect on the school performance of urban, minority, low income children.School Psychology Review, 1999, 28(3), 365–377.

    Google Scholar 

  • Finn, J.D. (1989). Withdrawal from school.Review of Educational Research, 59(2), 117–142.

    Google Scholar 

  • Ford, M.E. (1992).Motivating humans: Goals, emotions, and personal agency. Newbury Park, CA: Sage.

    Google Scholar 

  • Ford, M.E., & Nichols, C.W. (1987). A taxonomy of human goals and some possible applications. In M.E. Ford & D.H. Ford (Eds.),Humans as self-constructing living systems. Putting the framework to work. (pp. 289–311). Hillsdale, HJ: Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • Ford, M.E., & Nichols, C.W. (1991). Using goal assessment to identify motivational patterns and facilitate behavioral regulation and achievement. In M. Maehr, & P.R. Pintrich (Eds.),Advances in motivation and achievement: Vol. 7. Goals and self-regulatory processes (pp. 61–84). Greenwich, CT: JAI Press.

    Google Scholar 

  • Fraser, B.J., & Fisher, D.L. (1982). Predicting students’ outcomes from their perceptions of classroom psychosocial environment.American Educational Research Journal, 19, 498–518.

    Google Scholar 

  • Furman, W., & Gavin, L.A. (1989). Peers’ influence and adjustment development: A view from intervention literature. In T.J. Berndt & G.W. Ladd (Eds.),Peer relationships in child development (pp. 319–340). New York: Willey.

    Google Scholar 

  • Garner, Ph. (1995). Schools by scoundrels: The views of ‘disruptive’ pupils in mainstream schools in England and the United States. In M. Lloyd-Smith & J.D. Davies (Eds.),On the Margins. Oakhill: Trentham Books.

    Google Scholar 

  • Hansell, S., & Slavin, R.E. (1981). Cooperative learning and the structure of interracial friendships.Sociology of Education, 54, 98–106.

    Article  Google Scholar 

  • Harackiewics, J.M., & Sansone, C. (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In C. Sansone & J. Harackiewics (Eds.), Intrinsic and extrinsic motivation.The search for optimal motivation and performance (pp. 79–103). San Diego: Academic Press.

    Chapter  Google Scholar 

  • Heckhausen, J. (2000).Motivational psychology of human development (pp. 1–15). Amsterdam: Elsevier Science B.V.

    Book  Google Scholar 

  • Heyting, G.F., & Meijnen, G.W. (1998). Sociale integratie: Omstreden in theorie en praktijk. In G.W. Meijnen (Ed.),Opvoeding, onderwijs en sociale integratie (pp. 9–31). Groningen: Wolters-Noordhoff.

    Google Scholar 

  • Hopkins, D. (2000). Powerful learning, powerful teaching and powerful schools.Journal of Educational Change 1, 135–154.

    Article  Google Scholar 

  • Hutchins, E. (1995).Cognition in the wild. Cambridge MA: Massachusetts Institutte of Technology.

    Google Scholar 

  • Iedema, J., Meeus, W., & de Goede, M. (1996). The effects of educational and relational mental incongruity on identity formation.Social Behavior and Personality, 24(4), 393–404.

    Article  Google Scholar 

  • Johnson, W.L., & Johnson, A.M. (1999). Assessing perception of school climate among Jordian students in English-speaking schools.Psychological Reports, 83(2), 395–397.

    Article  Google Scholar 

  • Jordan, W.J., Lara, J., & McPartland, J.M. (1996). Exploring the causes of early dropout among race-ethnic and gender groups.Youth and Society, 28(1), 62–94.

    Article  Google Scholar 

  • Koops, W. (1998). Infantilisatie bij kinderen, jeugdigen en volwassenen. In N. Verloop (Ed.), 75 jaar onderwijs en opvoeding.75 jaar Pedagogische Studieen (pp. 131–159). Groningen: Wolters-Noordhoff.

    Google Scholar 

  • Krogt, F., & Meijers, F. (1998). Kwaliteit in BVE-instellingen: Eenzijdig of veelzijdig ontwikkelen? In G. Kraayvanger, B. Hövels, & F. Meijers (Eds.),De WEB: van regelgeving naar pedagogische praktijk. Amsterdam: Max Goote Instituut.

    Google Scholar 

  • Lee, V.E., & Burkham, D.T. (2003). Dropping out of high school: The role of school organization and structure.American Educational Research Journal, 40(2), 353–393.

    Article  Google Scholar 

  • Lehr, C.A., Hanson, A., Sinclair, M.F., & Christenson, S.L. (2003). Moving beyond dropout prevention towards school completion: An integrative review of data-based interventions.School Psychology Review, 32, 342–364.

    Google Scholar 

  • Leune, J.M.G. (1998). De normatieve taak van de school en culturele verscheidenheid. In G.W. Meijnen (Ed.),Opvoeding, onderwijs en sociale integratie (pp. 33–45). Groningen: Wolters-Noordhoff.

    Google Scholar 

  • Lochman, J.E. (1985). Effects of different treatment lengths in cognitive behavioral intervention with aggressive boys.Child Psychiatry and Human Development, 16, 45–56.

    Article  Google Scholar 

  • Lemos, M.S. (1996). Students’ and teachers’ goals in the classroom.Learning and Instruction, 6(2), 151–171.

    Article  Google Scholar 

  • Luyten, H., Bosker, R.J., Dekker, H., & Derks, A. (2003). Dropout in the lower tracks of Dutch secondary education: Predictor variables and variation among schools.School Effectiveness and School Improvement, 14(4), 373–411.

    Article  Google Scholar 

  • McClelland, D.C. (1965). Toward a theory of motive acquisition.American Psychologist, 20, 321–333.

    Article  Google Scholar 

  • Merson, M. (2000). Teachers and the myth of modernisation.British Journal of Educational Studies, 48(2), 155–169.

    Article  Google Scholar 

  • Meece, J.L., Blumenfeld, P.C., & Hoyle, R.H. (1988). Students’ goal orientations and cognitive engagement in classroom activities.Journal of Educational Psychology, 80, 514–523.

    Article  Google Scholar 

  • Meeus, W. (1996). Studies on idenity development in adolescence: An overview of research and some new data.Journal of Youth and Adolescence, 25 (5) 569–598.

    Article  Google Scholar 

  • Meeus, W., & Dekoviç, M. (1995). Idenitity development, parental and peer support in adolescence: Results of a national Dutch survey.Adolescence, 30, 931–945.

    Google Scholar 

  • Murray, H.A. (1938).Explorations in personality. New York: Oxford University Press.

    Google Scholar 

  • Nieuwenhuis, L., Mulder, R., Jellema, M., & van Berkel, H. (2001). Tussen voorschrift en autonomie: Het organiseren van attractief beroepsonderwijs.Pedagogische Studieen, 78(6), 412–424.

    Google Scholar 

  • Pintrich, P. (2000). The Role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.),Handbook of self-regulation (pp. 451–502). San Diego: CA: Academic Press.

    Chapter  Google Scholar 

  • Rudduck, J., Chaplain, R., & Wallace, G. (1994).School improvement. London: Fulton.

    Google Scholar 

  • Samdal, O., Nutbeam, B., Wold, B., & Kannas, L. (1998). Achieving health and educational gals through schools — Study of the importance of the school climate and the students’ satisfaction with school.Health Education Research, 13(3), 383–397.

    Article  Google Scholar 

  • Schnotz, W., & Lowe, R. (2003). External and internal representation in multimedia learning.Learning and Instruction.13(2), 117–123.

    Article  Google Scholar 

  • Schunk, D. (1996). Attributions and the development of self-regulatory competencePaper presented at the Annual Meeting of the American Educational Research Association. New York.

  • Slavin, R.E. (1991). Synthesis of research on cooperative learning.Educational Leadership, 48, 71–82.

    Google Scholar 

  • Slavin, R.E. (1995).Cooperative learning: Theory, research and practice. Boston: Allyn and Bacon.

    Google Scholar 

  • Smuldersr, H., & van Wechem, E. (2000).Tussen student en arbeidsmarkt. Het besluitvormingsproces van AOCs rond het opleidingsaanbod. Wageningen: Stoas Onderzoek.

    Google Scholar 

  • Urdan, T.C., & Maehr, M.L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals.Review Educational Research, 65(3), 213–243.

    Google Scholar 

  • Vrieze, G., van Esch, W., & Maass, L. (2000). Managers als grensbewakers. ROC’s op weg naar een moderne schoolorganisatie.Didactief, 30(6), 38–40.

    Google Scholar 

  • Vygotsky, L.S. (1978).Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Weiner, B. (1985). An attributional theory of motivation and emotion.Psychological Review, 92, 548–573.

    Article  Google Scholar 

  • Wentzel, K. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective.Journal of Educational Psychology, 81, 131–142.

    Article  Google Scholar 

  • Wentzel, K. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals.Journal of Early Adolescence, 13, 4–20.

    Article  Google Scholar 

  • Wentzel, K. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.Journal of Educational Psychology, 86(2), 173–182.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education and Child Studies, Centre for the Study of Learning and Instruction, Leiden University, Postbus 9555, 2300 RB, Leiden, The Netherlands

    Els de Koning & Monique Boekaerts

Authors
  1. Els de Koning
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Monique Boekaerts
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Els de Koning.

Rights and permissions

Reprints and permissions

About this article

Cite this article

de Koning, E., Boekaerts, M. Determinants of students’ school-identification in secondary vocational education. Eur J Psychol Educ 20, 289–308 (2005). https://doi.org/10.1007/BF03173558

Download citation

  • Received:

  • Revised:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03173558

Key words

Search

Navigation