The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing

Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.     

Inter-firm mobility and return migration patterns of skilled guest workers

Two concerns central to the debate over skilled guest worker programs in the USA are that (1) guest workers are restricted from inter-firm mobility and are “effectively tied” to their firms, and (2) guest workers provide cheap and immobile labor that crowds out natives, especially during times of heightened unemployment. We address these concerns by using a unique dataset of employee records from six large Indian IT firms operating in the USA. We find that the guest workers in our sample exhibit a significant amount of inter-firm mobility that varies over both the earnings distribution and the business cycle. We also find that these workers exit the USA during periods of heightened unemployment. These findings provide new evidence on the implications of the institutional features and debate surrounding guest worker programs.     

Welfare Exit,Marriage, and Welfare Recidivism: A Reevaluation of Patterns of the 1980s and 1990s

We examine the relationship between marriage and welfare recidivism for women leaving a first welfare spell, using the 1979–2000 panels of the National Longitudinal Survey of Youth (NLSY). Previous studies have found that women who marry around the time of welfare exit have lower rates of welfare return than women who stay single. However, more marriages occur before or after welfare exit than occur at the time of welfare exit. We find that marriages that precede or follow welfare exit by more than 12 months are not associated with significantly lower rates of welfare return. We also confirm previous findings that marriages formed within a year of welfare exit are associated with reduced rates of welfare return. However, these reduced rates mostly indicate later welfare returns rather than fewer welfare returns. Overall, our findings indicate a much weaker association between marriage and welfare independence than has been previously reported for this time period.     

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.     

Combining Achievement and Well-Being in the Assessment of Education Systems

Countries’ education systems are often compared using academic achievement measures from large-scale assessments like PISA. These exercises are criticized because achievement is but one of the aims of education and comparisons don’t take into account each country’s socio-demographic composition, cultural and historical background and organizational features. We use data from OECD countries to assess countries that can serve as models for education policy to promote both high mathematics achievement and student well-being. We adopt a novel methodological approach based on imputation methods to simultaneously estimate mathematics achievement and students’ sense of belonging while taking into account countries’ socio-demographic and organizational features. Results indicate that, in general, education systems have been able to organize and use their resources to promote either mathematics performance or student well-being, but not both simultaneously. The East Asian approach to education is successful in promoting student achievement in mathematics while Austria, Norway and Spain have greater success in promoting students’ sense of belonging.     

Learning,Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective

The attitudes of students to their school, teachers and peers were investigated with 1,540 students in grade six from 30 schools and 78 classes. Using structural equation modelling, the students’ perceptions of well-being were investigated at class level using seven items with high reliability. Their well-being was dependent on at least three factors: students’ learning (seven items), student-to-student interaction (six items) and teacher–student relationships as described by students (ten items). Together, these factors explained 72 % of the variability of well-being between classes. The students’ well-being appeared to be significantly different between schools and between classes in the same school. The teachers’ opinions of their classes with the highest class score for well-being were compared with the lowest. The differences in the evaluation of the teachers’ own classes explain a number of critical issues which impact on educational outcomes. Students need to be aware of the combined effects of learning and socialisation.     

Concomitant-Variable Latent-Class Beta Inflated Models to Assess Students’ Performance: An Italian Case Study

Students’ performance is a crucial aspect for university programs effectiveness and organization. In this paper, we introduce and analyze a performance index for the first-year students of a private Italian university, namely the Libera Università Maria Ss. Assunta. We use administrative data on 532 undergraduate students enrolled in any of the eight available bachelor degrees in 2015. Our aim is to improve the general understanding of performance linking it with personal student’s characteristics and with degree-specific aspects. A beta inflated latent class approach is employed to identify clusters of performance establishing a link with all available explanatory variables. The empirical analysis unveils that a good and balanced degree organization may improve students’ performance. The student’s ability plays a crucial role in discriminating between good and bad performances, and also strongly depends on individual-specific characteristics, such as the final mark obtained at high school.

     

Employment first,then childbearing: Women's strategy in post-socialist Poland

Poland experienced a rapid fertility decline after the end of the socialist regime in 1989. At the same time, it became much more difficult, especially for women, to act on their determination to find and keep paid employment. To investigate whether women postponed childbearing until they found a job, we undertook a simultaneous estimation of transitions to childbirth and entry to and exit from employment. The results reveal a strong incompatibility between childbearing and employment, but also that employment does not function as a barrier to childbearing but rather that it is an important precursor when women plan how to reconcile their intentions to work and to have children. We conclude that better prospects for women's employment could result in increased fertility.     

Teaching population dynamics with a simulation exercise

Because many students learn general points best by an empirical demonstration rather than by a purely analytical approach, most of the mysteries of the formation and the evolution of a population under the action of mortality and fertility can be conveniently demonstrated on a computer in the form of population projections under various assumptions. Such an exercise can be simple and yet constitute a powerful teaching tool. Not only will it enable the student to observe the effects of central demographic processes but also it will serve to integrate through concrete applications many of the more technical concepts usually covered in an introductory population course, but rarely made meaningful to average beginning students. An easily administrable exercise along these lines is described in hopes that other instructors in population courses will find it as useful a teaching device as we did.     

The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

We explore whether and to what extent the presence of high-stakes admission exams to selective schools affects student achievement, presumably through more intensive study effort. Our identification strategy exploits a quasi-experimental feature of a reform in Slovakia that shifted the school grade during which high-stakes exams are taken by 1 year. This reform enables us to compare students at the moment when they pass these exams with students in the same grade 1 year ahead of the exams. Using data from the low-stakes international TIMSS skills survey and employing difference-in-difference methodology, we find that the occurrence of high-stakes admission exams increased 10-year-old students’ math test scores by 0.2 standard deviations, on average. This effect additionally accrues by around 0.05 standard deviations among students with the highest probability of being admitted to selective schools. Although we find similar effects for both genders, there are indications that high-stakes exams in more competitive environments affect girls more than boys.     

Midwifery Student Evaluation of Practice: The MidSTEP tool — Perceptions of clinical learning experiences

BackgroundLittle emphasis has been given to the standardised measurement of midwifery students’ perceptions of their clinical learning experiences.AimTo develop a tool that evaluates students’ perceptions of their clinical learning experiences according to environment and impact of preceptors on professional development.MethodsA cross-sectional design was used. Tool development had three phases: item generation; expert review to assess clarity, apparent internal consistency and content validity; and psychometric testing. All Bachelor of Midwifery students at one university in Australia were invited to complete the online survey. Psychometric testing included dimensionality, internal consistency and test-retest reliability.ResultsA 74% (n = 279) response rate was achieved. Factor analysis revealed the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale accounting for 53.6% and 71.5% of variance respectively. Both scales were reliable (Cronbach’s alpha = .92 and .94) and valid. Overall, students positively rated the clinical learning environment and preceptors’ abilities to foster their sense of identity as a midwife. Students were less satisfied with preceptors’ understanding of the academic program.DiscussionThe new tool consists of two scales that reliably measure midwifery students’ perceptions of how the clinical learning environment develops their skills and reflects a midwifery philosophy. Preceptors had a positive influence on students’ skills and professional development.ConclusionsThe Midwifery Student Evaluation of Practice tool is the first valid and reliable measure of students’ perceptions of their clinical learning experiences. Students’ feedback provides valuable information to educators and preceptors on how best to optimise clinical learning.     

Tolerance as a correlate of experience with stigma: the case of the homosexual

Scales measuring attitudes toward various unconventional groups were presented to 100 college students and 51 homosexual respondents. Homosexual respondents expressed significantly more tolerant attitudes toward deviantly labeled groups than did student respondents. Homosexuals were also significantly less likely to place social restrictions on those who opted for unconventional alternatives. However, differences between student and homosexual respondents were smaller on the public tolerance scale. The findings suggest that although gays expressed a significantly higher amount of tolerance for other unconventional groups, they appeared to have reservations in terms of total personal acceptance.     

Group living decisions as youths transition to adulthood

This study follows teens through young adulthood as they transition to independent living. We focus on a little studied issue: why some youths live in groups rather than alone or with parents. This choice is important because the size of the group has a substantial impact on the demand for dwelling units; the more youths per dwelling the lower is aggregate demand and the greater is population density. Our study also adds to the knowledge of which factors influence youths' choice of destination as they leave the parental home. The empirical testing uses a discrete hazard model within a multinomial logit framework to allow for more than one possible state transition. We find that economic variables have little impact on the decision of whether to exit to a large versus a small group, while socio-demographic variables matter. We also test a new push-pull hypothesis and find that the pull of economic variables on the probability of exiting the parental home increases as youths reach their mid to late twenties. Received: 15 July 1999/Accepted: 15 May 2000     

Household and Context Determinants of Child Labor in 221 Districts of 18 Developing Countries

We develop a new theoretical framework that explains the engagement in child labor of children in developing countries. This framework distinguishes three levels (household, district and nation) and three groups of explanatory variables: Resources, Structure and Culture. Each of the three groups refers to another strand of the literature; economics, sociology and anthropology. The framework is tested by applying multilevel analysis on data for 239,120 children living in 221 districts of 18 developing countries. This approach allows us to simultaneously investigate effects of household and context factors. At the household level, we find that resources and structural characteristics influence child labor, whereas cultural characteristics have no effect. With regard to context factors, we find that children work more in rural areas, especially if there are more unskilled manual jobs, and in more traditional urban areas. In more developed regions, girls tend to work significantly less.     

Firm-level social returns to education

Do workers benefit from the education of their co-workers? We examine this question first by introducing a model of learning, which argues that educated workers may transfer part of their general skills to uneducated workers, and then by examining detailed matched employer–employee panel data from Portugal. We find evidence of large firm-level social returns (between 14% and 23%), much larger than standard estimates of private returns, and of significant returns accruing to less educated workers but not to their more educated colleagues.