Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

Andrew J. Martin, Emma C. Burns, Roger Kennett, Joel Pearson, Vera Munro-Smith

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

13 Citas (Scopus)

Resumen

Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.

Idioma originalEnglish
Número de artículo608949
PublicaciónFrontiers in Psychology
Volumen11
DOI
EstadoPublished - ene. 5 2021
Publicado de forma externa

Nota bibliográfica

Funding Information:
This study was funded by the Australian Research Council (Grant #LP170100253) and the Future Project at The King’s School.

Publisher Copyright:
© Copyright © 2021 Martin, Burns, Kennett, Pearson and Munro-Smith.

ASJC Scopus Subject Areas

  • General Psychology

PubMed: MeSH publication types

  • Journal Article

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