Literaturnachweis - Detailanzeige
Autor/inn/en | Geagea, Antoinette; MacCallum, Judith; Vernon, Lynette; Barber, Bonnie L. |
---|---|
Titel | Critical Links between Arts Activity Participation, School Satisfaction and University Expectation for Australian High School Students |
Quelle | In: Australian Journal of Educational & Developmental Psychology, 15 (2017), S.53-65 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1446-5442 |
Schlagwörter | Art Activities; Participation; High School Students; Student Surveys; Student Participation; Foreign Countries; Satisfaction; Expectation; Adolescents; Structural Equation Models; College School Cooperation; Grade 7; Grade 8; Grade 9; Grade 10; Academic Aspiration; Statistical Analysis; Australia Künstlerische Tätigkeit; Teilnahme; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Zufriedenheit; Expectancy; Erwartung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Australien |
Abstract | Positive school experiences increase school satisfaction and educational aspirations and are important developmental opportunities for adolescents. Associations between time-varying school-based arts participation, students' school satisfaction and university expectation were investigated using data collected from 1,215 students in 29 Western Australian high schools. Associations between school-based arts participation and school satisfaction, and school-based arts participation and university expectation were tested using latent growth curve analyses. Positive associations were found between school-based arts participation and time-specific variations in school satisfaction and university expectation in each year of activity participation. Higher levels of school satisfaction and university expectation were reported above and beyond individual-specific underlying developmental trajectory for these outcomes, controlling for socioeconomic status. Policy implications and practice are discussed in the context of arts provision for Australian schools. (As Provided). |
Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |