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Artykuły w czasopismach na temat „Affective Outcomes of Schooling”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 stycznia 2023

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1

Hattie, John. "Measuring the Effects of Schooling". Australian Journal of Education 36, nr 1 (kwiecień 1992): 5–13. http://dx.doi.org/10.1177/000494419203600102.

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A simple model to measure the effects of innovation and schooling is proposed. Using a synthesis of 134 meta-analyses, it is demonstrated that educational innovations can be expected to change average achievement outcomes by .4 standard deviations and affective outcomes by .2 standard deviations. The implications of this model are discussed and the major critical determinants of effective education relate to factors under the control of teachers and students rather than to home, curricula or administrative effects.

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Marjoribanks, Kevin. "Adolescents’ CognitiveHabitus, Learning Environments, Affective Outcomes of Schooling, and Young Adults’ Educational Attainment". Educational Psychology 26, nr 2 (kwiecień 2006): 229–50. http://dx.doi.org/10.1080/01443410500344233.

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Furlong, Michael J., Jeffrey J. Froh, Meagan E. Muller i Victoria Gonzalez. "The Role of Gratitude in Fostering School Bonding". Teachers College Record: The Voice of Scholarship in Education 116, nr 13 (kwiecień 2014): 58–79. http://dx.doi.org/10.1177/016146811411601316.

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A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.

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Charles, Marie. "Effective Teaching and Learning: Decolonizing the Curriculum". Journal of Black Studies 50, nr 8 (listopad 2019): 731–66. http://dx.doi.org/10.1177/0021934719885631.

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Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students’ affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over an intense 4-month period, used the researcher’s reframed units of change.

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Федоришин, Олександр Петрович. "SOCIALIZATION IN THE SCHOOLING PROCESS VIA COOPERATIVE LEARNING". Інноватика у вихованні 1, nr 11 (30.05.2020): 167–74. http://dx.doi.org/10.35619/iiu.v1i11.270.

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The article discusses the importance of understanding how the built environment of schools relates to the socialization process of students. School can be affective systems that promote social, emotional and academic skills of children and can foster motivation. The school has become a primary agency of socialization. It is the first large-scale organization of which the child becomes a member and which reflects what is going on in the wider society. The modern school is facing a challenge of creating the educational environment in a modern form which develops both academic and necessary learning skills, allowing looking for what is needed in future work cases. These skills include the ability to recognize and manage emotions, develop feelings of respect and care for others, build positive relationships, make responsible decisions and cope with various challenges. The school’s potential for socialization lies in the amount of times students spend in school and in activities related to the school. During this time the students acquires a lot from teachers and fellow students. To enhance achievement and socialization among students cooperative learning can be used as an effective teaching strategy. It is a social construction where knowledge is negotiated and acquired through social interaction rather than being transmitted by the teacher. Cooperative learning is suitable to promote a social construction of knowledge, mutual learning, personal and social development. It requires students to work in small groups in order to make possible face-to-face interactions between members. Effectiveness of cooperative learning is that every member of the group is involved in the learning process obtaining the experience of interaction. It represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes. Consequently, cooperative learning methods can notably improve the process of socialization of students in school.

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Stephens, Melvin, i Dou-Yan Yang. "Compulsory Education and the Benefits of Schooling". American Economic Review 104, nr 6 (1.06.2014): 1777–92. http://dx.doi.org/10.1257/aer.104.6.1777.

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Causal estimates of the benefits of increased schooling using US state schooling laws as instruments typically rely on specifications which assume common trends across states in the factors affecting different birth cohorts. Differential changes across states during this period, such as relative school quality improvements, suggest that this assumption may fail to hold. Across a number of outcomes including wages, unemployment, and divorce, we find that statistically significant causal estimates become insignificant and, in many instances, wrong-signed when allowing year of birth effects to vary across regions. (JEL H75, I21, I28, J24, N31, N32)

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Moore, Phillip J., Magdalena Mo Ching Mok, Lorna K. S. Chan i Po Yin Lai. "The Development of an Indicator System for the Affective and Social Schooling Outcomes for Primary and Secondary Students in Hong Kong". Educational Psychology 26, nr 2 (kwiecień 2006): 273–301. http://dx.doi.org/10.1080/01443410500344266.

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Clay, Victoria. "Gender Differences in Perceptions of School Life and Self-Concept". Boyhood Studies 5, nr 1 (1.03.2011): 20–35. http://dx.doi.org/10.3149/thy.0501.20.

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It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.

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Salisbury, Christine L., Linda L. Wilson i Mary M. Palombaro. "Promoting Inclusive Schooling Practices through Practitioner Directed Inquiry". Journal of the Association for Persons with Severe Handicaps 23, nr 3 (wrzesień 1998): 223–37. http://dx.doi.org/10.2511/rpsd.23.3.223.

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This report describes findings from a federally funded research project on practitioner directed inquiry (PDI). First, the project is described and details are provided about the use of PDI by 45 different practitioners in five primary/elementary schools in two states. These practitioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with mild to profound disabilities in general education classrooms. The link between data collection and decision making is explored, as are findings related to student and practitioner outcomes. Evidence to support findings is derived from observations, interviews, survey data, and practitioner inquiry reports. Second, lessons learned by project staff about promoting the adoption and use of practitioner directed inquiry are described. The role of project staff in supporting the inquiry process is explored. Quotes from participants are used throughout the study to illustrate key findings. Implications for future research and use of the approach are shared.

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Mazzacani, Danielle. "Foreign languages for the labor market: an analysis on the role of compulsory education in Europe". Revista Internacional de Organizaciones, nr 23 (8.01.2020): 39–58. http://dx.doi.org/10.17345/rio23.39-58.

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It is well known that proficiency in more languages is important for labor outcomes of natives, and economic literature generally shows positive effects for those able to use multiple languages in the domestic labor market. In this context, compulsory education is likely to play a relevant role in identifying to what extent additional languages matter for the native workforce. Indeed, institutional education systems are often the main providers of individual skills in a country, including language skills, and compulsory education is reasonably unrelated to individual characteristics affecting choices of language acquisition. However, while some studies on co-official languages and labor in multilingual countries build their strategy on compulsory schooling, it seems that no study on indigenous workers considers it for foreign languages. As a first step of future analyses on foreign languages and labor in Europe, in this paper I try to analyze whether compulsory education affects foreign language proficiency of European native adults. I find that being taught foreign languages during compulsory schooling has positive effects on the probability of knowing them, ranging from 3 to 5 percent.

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McNamara, E. "The Self-Management of School Phobia: A Case Study". Behavioural and Cognitive Psychotherapy 16, nr 3 (lipiec 1988): 217–29. http://dx.doi.org/10.1017/s0141347300013665.

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The successful resolution of a problem of school phobia using self-management strategies is reported. The clinical report is prefaced by the observation that differences of emphasis are apparent when authorative reviews of the field of self-management are considered—and the conclusion drawn is that the successful outcome could be used to lend support to Kanfer's two-stage model of self-regulation. The client, Anne, was a pupil in the first year of comprehensive schooling. She attended school on only four days during the first term. Problem analyses in terms of operant and classical learning theories are described, and intervention strategies were generated which were accommodated within Kanfer's two-stage model of self regulation. Anne self-recorded school attendance, lesson attendance and self-confidence. School attendance was immediately achieved and progress towards full lesson attendance was made over a seven-week period. Affective state (self-confidence) as assessed by self-report was observed to increase as lesson attendance improved but a temporal lag was observed. The report concludes with some observations of a theoretical nature and justification for the intervention to warrant the descriptor “self-management”.

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Looker, E. Dianne. "In Search of Credentials: Factors Affecting Young Adults' Participation in Postsecondary Education". Canadian Journal of Higher Education 27, nr 2/3 (3.05.2017): 1–36. http://dx.doi.org/10.47678/cjhe.v27i2/3.183302.

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This paper uses longitudinal data from a survey of youth in three areas (Hamilton, Halifax and rural Nova Scotia) to examine the factors that affect young adults' participation in postsecondary education, applying Bourdieu's notions of capital and habitus. Data were collected from 1,200 youth in 1989, with questionnaire follow-ups in 1992 and 1994. The analyses examine (a) the factors the youth themselves say affect their educational decisions and (b) cross-tabulation and regression results that document the variables empirically related to the youth's educational expectations when they are seventeen and their attainments by age twenty-four. Cost factors were found to be a major deterrent as were, for some youth, their knowledge of and attitudes to schooling. Parental education and income affect their children's decisions. University is seen to be "the" preferred postsecondary path; other institutions such as community colleges seem to be the "fall back" option for those who cannot or do not get to university. Results are relevant to an understanding of the persistent impact of parental capital and of one's attitudes on educational outcomes. There are also policy implications regarding the resources needed by different students to better access the postsecondary options available to them.

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Gottfried, Michael A., i Cameron Sublett. "Older versus Younger: The Role of Entry Age for Students who Begin Kindergarten with Disabilities". Teachers College Record: The Voice of Scholarship in Education 121, nr 3 (marzec 2019): 1–24. http://dx.doi.org/10.1177/016146811912100304.

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Background/Context The age at which children can enter kindergarten continues to be discussed in both educational research and practice, and the debate for whether to increase kindergarten entry age remains active on both sides. A critical oversight has been the lack of attention paid towards entry age for those students who begin school with a disability (“SWDs”). The lack of empirical evidence in this domain is highly concerning given that statewide policies and practices that affect the general schooling population will now also be affecting SWDs who are increasingly being educated in general education classrooms and schools and are hence subject to general educational policies and practices. Purpose/Objective/Research Question/Focus of the Study Our study asked the following two research questions: 1. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term achievement outcomes? 2. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term socio-emotional measures? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999. Data were collected in several waves: the fall and spring of kindergarten (1998-99), in the spring of 1st grade (1999-00), the spring of 3rd grade (2002), the spring of 5th grade (2004), and the spring of 8th grade (2007). We analyzed data from the elementary school waves. Research Design This study examined two sets of outcomes. First was reading and math achievement. The second set included socioemotional scales based on both teacher ratings of child behavior. These outcomes were regressed on a measure for having attended kindergarten at an older entry age as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The findings of the current study suggest there is little evidence that older kindergarten entry age links to differences in academic achievement for entrants with disabilities. However, older entrants with disabilities had much fewer instances of problem behaviors compared to those children with disabilities who began school at a younger age. Older entrants with disabilities also had higher social skills compared to entrants with disabilities who entered school at a younger age, though these findings were short-run, with little evidence extending beyond first grade. Conclusions/Recommendations Later kindergarten entry may be one way to help SWDs ease the transition into schooling, given that prior research has found that kindergarten entry for SWDs can elevate stress and anxiety for this vulnerable group of students. Hence, SWDs might be especially benefitting greatly from an extra year of maturation before beginning formal schooling. Future research might examine what interventions and developmental services might be best at boosting SWDs’ development during that additional time prior to school.

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Sarker, Md Fouad Hossain, Maruf Ahmed Tamal, Niaz Ahmed Khan, Md Kabirul Islam, Mohammad Faisal Akber i Samiha Khan. "Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study". International Journal of Emerging Technologies in Learning (iJET) 17, nr 14 (26.07.2022): 157–71. http://dx.doi.org/10.3991/ijet.v17i14.30393.

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COVID-19 pandemic has disrupted schooling globally. Affecting millions of students, the conventional face-to-face (F2F) education system has been replaced by e-learning overnight. As the advantages, disadvantages, and technical challenges of this abrupt transformation were already well-documented, this study aimed to intensely scrutinize university students' experiences of e-learning practices in this new normal situation. Methods: Adopting the Interpretative Phenomenological Analysis (IPA), a smaller sample of respondents (N=25) was observed to gain deeper insights using semi-structured interviews. Data were analyzed and interpreted through thematic analysis. Findings revealed that most of the students have had unfavorable experiences with e-learning. The majority of students feel that e-learning has ruined their social relationships by isolating them from their peers and instructors. A significant number of students were observed to be anxious about their future due to unstable financial status, poor learning outcomes, and unfair evaluation processes. Moreover, poor self-esteem, anxiety, and depressive symptoms have been observed among a significant portion of the students. The overall findings of this study are meant to assist stakeholders in taking the necessary steps to address the aforementioned issues and ensure an improved learning experience, particularly in an e-learning environment.

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Riddell, Sheila, i Elisabet Weedon. "Social justice and provision for children with additional support needs in Scotland". Education, Citizenship and Social Justice 12, nr 1 (30.01.2017): 36–48. http://dx.doi.org/10.1177/1746197916683469.

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Since the re-establishment of the Scottish Parliament in 1999, successive administrations have reaffirmed their commitment to social justice. However, despite high-level equality policies, social-class inequality is a major feature of Scottish society, affecting all social policy domains, including education. In this article, we provide a brief overview of the development of support for children with learning difficulties and disabilities within the context of Scottish comprehensive schooling. We then consider the way in which ideas of social justice are reflected in education for learners with additional support needs, whose numbers have expanded over recent years and who are particularly likely to live in the most deprived parts of Scotland. Using family case studies, we explore the experiences of families from different social backgrounds, whose children have been identified as having additional support needs. The data suggest that children living in deprived areas experience cumulative disadvantage, attracting stigmatising labels without the benefit of extra resources necessary to improve educational outcomes. By way of contrast, those from more advantaged areas are generally more successful in avoiding stigmatising labels while ensuring that facilitating resources are in place. Findings are discussed within Fraser’s three-dimensional framework of social justice, encompassing distribution, recognition and representation.

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Davis, Laura, Jasmine L. Whiteside i Hua-Yu Sebastian Cherng. "One Size Fits All? Gender, Race/Ethnicity, and Happiness in Schools". Teachers College Record: The Voice of Scholarship in Education 123, nr 1 (styczeń 2021): 1–28. http://dx.doi.org/10.1177/016146812112300107.

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Background/Context While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students’ affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as socializing institutions that ascribe particular gendered, racialized, and otherwise socially defined identities to young people. These intersections form the basis of their experiences as students and likely shape their individual happiness in schools. Purpose/Objective/Research Question/Focus of Study This article examines, from an intersectional perspective, whether there are group differences in self-reported happiness in school. Our findings challenge the broad argument that girls are happier in schools because this pattern only holds when comparing levels of happiness between White girls and boys. Research Design Using data from the Measures of Effective Teaching (MET) study, we provide descriptive averages of levels of happiness by sex and race/ethnicity. Given that these patterns are likely shaped by classroom (and teacher and school) conditions, we next use classroom fixed effects models that predict levels of happiness. This modeling strategy makes comparisons only among students in the same classroom who are taught by the same teacher and housed in the same school. Findings/Results We found that the argument that girls are happier than boys in schools only applies to White students. In contrast, there are no gender differences among Latinx and Asian American students, and we found that Black girls are less happy than their male counterparts. Conclusions/Recommendations Overall, our article's findings challenge widespread notions that there are universal gender differences in happiness in schools. More broadly speaking, our work speaks to the socializing function of schools and indicates that the gendering process cannot be interpreted without an analysis of how schools also construct race and ethnicity. Future work can build from our study to examine whether the patterns revealed in this study hold true in older grades, given that one of our secondary findings is that older students seem less happy in schools than their younger peers. Research should also examine how interactions with key social actors, such as peers and teachers, shape student happiness in school.

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Hailemariam, Shewangizaw, Mengistu Abayneh i Amare Genetu. "Individual, socio-cultural, and health facility factors affecting men’s involvement in facility-based childbirth in Southwest, Ethiopia: A mixed method study". SAGE Open Medicine 9 (styczeń 2021): 205031212110233. http://dx.doi.org/10.1177/20503121211023367.

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Introduction: Traditionally, men are not supposed to take part in maternal health issues in many cultures. Nevertheless, pregnancy care and childbirth are the most crucial matters of reproductive health influenced by men. Hence, the aim of this study was to identify individual, sociocultural, and health facility factors affecting men’s involvement in facility-based childbirth in Southwest, Ethiopia. Objectives: The aim of this study was to identify individual, sociocultural, and health facility factors affecting men’s involvement in facility-based childbirth in Southwest, Ethiopia. Methods: A community-based cross-sectional study accompanied with a qualitative method was carried out from 1 July to 30 August 2019. A multistage cluster sampling technique was employed to recruit study participants. Descriptive statistics, frequencies, proportions, and mean were calculated, and the results of the analysis were presented in text, tables, and graphs. A multivariate logistic regression model was fitted to investigate the independent effect of each explanatory variable on the likelihood of men’s involvement in facility-based childbirth. Qualitative data were analyzed thematically using OpenCode 4.0 software. Results: Out of 800 men, only 36.5% (95% confidence interval: 33.3%–39.6%) were found to have involved in facility-based childbirth. Several factors were associated with men’s involvement in facility-based childbirth of this, being in the age group of 40–49 (adjusted odds ratio 5.04, 95% confidence interval: 2.49–10.20), attaining secondary education and above (adjusted odds ratio 2.14, 95% confidence interval: 1.53–5.60), and having sufficient knowledge of danger signs during pregnancy (adjusted odds ratio 5.65, 95% confidence interval: 3.25–7.46) associated with men’s involvement in facility-based childbirth. Conclusion: Relevant entities had better design-specific educational programs targeting younger age groups, those with lower schooling, and had previous bad obstetrics outcomes. Involving elders and religious leaders in the reproductive health program could also help in overcoming the existing cultural barriers. Moreover, creating a men-friendly facility environment and extensively engaging medias are suggested to improve men’s involvement in the study area.

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Haq, Wajiha, Syed Hassan Raza i Tahir Mahmood. "The pandemic paradox: domestic violence and happiness of women". PeerJ 8 (24.11.2020): e10472. http://dx.doi.org/10.7717/peerj.10472.

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Background Across the globe, lockdowns have been enforced as a pandemic response to COVID-19. Such lockdown coupled with school closures and stay-at-home orders made women more vulnerable in terms of higher responsibility and spending more time with an abusive partner, if any. Methods This study investigates the situation of women during COVID-19 induced lockdown by focusing on their happiness and inquiring about the incidence of violence. Using the zero-inflated negative binomial model, our findings ascertained that family settings, type of relationship with a spouse, and age significantly affects the positive count of violence during the lockdown. We further estimated the determinants of happiness and found that years of schooling, the role of women in household decision making, and feeling empowered is affecting their happiness. Results Women having higher education have more odds of zero violence. Unemployed women and women who are not working have higher odds of zero violence as compared to women who are working. During this lockdown after the COVID-19 pandemic, women living in urban areas, having higher education, having an adequate household income to meet the expenditures, having lesser anxiety, not facing violence, feeling empowered when their husband is around, and have higher decision-making power are happier. Discussion and conclusion The study is important in the context of happiness and violence inflicted on women during the lockdown and provides the basis to improve the pandemic response policy. The inclusion of women’s safety and happiness in pandemic response policy is important to ensure the well-being of women and to devise better health and economic policy. Our estimates suggest higher education results in less incidence of violence which could be argued as desirable outcomes for building healthy, productive, and happy communities. In addition to this, as pandemic induced lock-down is likely to result in higher unemployment across the globe including Pakistan, therefore, in light of our estimates pertaining to the role of unemployment in the incidence of violence, policymakers should deploy more resources to enhance income and to combat the rising unemployment. As a counter-intuitive outcome of these policy interventions, incidence of violence will be dampened, educational attainment and women empowerment will be increased which will certainly increase happiness.

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Sharma, Manohar P. "Orphanhood and Schooling Outcomes in Malawi". American Journal of Agricultural Economics 88, nr 5 (grudzień 2006): 1273–78. http://dx.doi.org/10.1111/j.1467-8276.2006.00944.x.

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Ishikawa, Mamoru, i Daniel Ryan. "Schooling, basic skills and economic outcomes". Economics of Education Review 21, nr 3 (czerwiec 2002): 231–43. http://dx.doi.org/10.1016/s0272-7757(01)00005-x.

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Green, Francis, Golo Henseke i Anna Vignoles. "Private schooling and labour market outcomes". British Educational Research Journal 43, nr 1 (22.12.2016): 7–28. http://dx.doi.org/10.1002/berj.3256.

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Danzer, Natalia, i Victor Lavy. "Paid Parental Leave and Children's Schooling Outcomes". Economic Journal 128, nr 608 (16.08.2017): 81–117. http://dx.doi.org/10.1111/ecoj.12493.

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Sullivan, Alice, Heather Joshi i Diana Leonard. "Single‐sex schooling and labour market outcomes". Oxford Review of Education 37, nr 3 (czerwiec 2011): 311–32. http://dx.doi.org/10.1080/03054985.2010.545194.

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Gottfried, Michael A., i Darryl Williams. "STEM Club Participation and STEM Schooling Outcomes". education policy analysis archives 21 (7.10.2013): 79. http://dx.doi.org/10.14507/epaa.v21n79.2013.

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To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students’ success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.

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Prince, Julian. "Testing the Outcomes of Schooling—What's Needed?" NASSP Bulletin 71, nr 498 (kwiecień 1987): 93–100. http://dx.doi.org/10.1177/019263658707149815.

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Wolf, Patrick J., Albert Cheng, Wendy Wang i W. Bradford Wilcox. "The School to Family Pipeline: What Do Religious, Private, and Public Schooling Have to Do with Family Formation?" Journal of Catholic Education 25, nr 1 (czerwiec 2022): 206–33. http://dx.doi.org/10.15365/joce.2501092022.

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Private religious schools are widely seen as value-laden communities that mold the character of their students. Thus, we expect adults who attended religious schools as children to demonstrate more favorable family outcomes related to stable marriages and childbearing. We further expect Protestant schooling to have a more powerful effect on marital outcomes than Catholic schooling, given the heavier focus of Protestantism on marriage. Finally, we expect stronger positive associations between religious schooling and marital outcomes for adults who grew up in difficult circumstances compared to adults who grew up in advantaged circumstances. We test these hypotheses using survey data from the Understanding America Study. Our three outcome variables are ever marrying and never divorcing, ever divorcing, and conceiving a child out-of-wedlock. Most of the results confirm our hypotheses. Protestant schooling is associated with more positive marital outcomes across all three measures. Catholic schooling is significantly correlated with a lower likelihood of having a child outside of marriage. The associations between religious schooling and desirable marriage outcomes are strongest for adults who grew up poor and for those raised in intact families.

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Weiss, Andrew. "Human Capital vs. Signalling Explanations of Wages". Journal of Economic Perspectives 9, nr 4 (1.11.1995): 133–54. http://dx.doi.org/10.1257/jep.9.4.133.

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The key difference between signalling and human capital models is that signalling models allow firms to draw inferences about unobserved characteristics of workers. Those inferences can be based on the schooling or work experience of workers, or on direct measures of some aspects of job performance. Many recent empirical findings can be better explained by signalling models than by human capital theory. Given the explanatory power of signalling models, standard estimates of the social return to secondary schooling are in large part capturing differences in affective traits, such as perseverance, which were acquired either in primary school or at home.

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Youdell, Deborah, i Felicity Armstrong. "A politics beyond subjects: The affective choreographies and smooth spaces of schooling". Emotion, Space and Society 4, nr 3 (sierpień 2011): 144–50. http://dx.doi.org/10.1016/j.emospa.2011.01.002.

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Mayes, Eve, Melissa Joy Wolfe i Leanne Higham. "Re/imagining school climate: Towards processual accounts of affective ecologies of schooling". Emotion, Space and Society 36 (sierpień 2020): 100703. http://dx.doi.org/10.1016/j.emospa.2020.100703.

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Dejaeghere, Joan, i Aditi Ashok Arur. "Education for All: How Schooling Is Creating Social Changes for Lowered-Caste Girls in Rural India". Gender & Society 34, nr 6 (23.11.2020): 951–75. http://dx.doi.org/10.1177/0891243220966604.

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Arguments for the expansion of formal schooling have long focused on individual outcomes from schooling, including increasing income, reducing poverty, delaying marriage, and improving health, particularly for girls and women. For nearly three decades now, global education agendas have supported girls’ education in an effort to achieve these outcomes. A large body of research analyzes girls’ individual empowerment from schooling, but less attention is given to how schooling is creating change in families and communities, particularly for lowered-caste girls in India. This article places longitudinal data from a three-year qualitative interview study of schoolgirls in Rajasthan alongside qualitative life-history interviews of girls who completed secondary school in Uttarakhand to understand how schooling affects social changes for lower castes. The analysis, using an intersectional and relational approach, illustrates how girls’ schooling shifts kin and caste relations connected to marriage and work but in ways that do not transform the stickiness of caste and gender norms. We argue that educational policies and programs must attend to the ways in which caste is implicated in achieving outcomes of delayed marriage and formal employment for lowered-caste girls in Indian communities if schooling is to create positive social change.

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Elsayed, Mahmoud A. A. "Keeping Kids in School: The Long-Term Effects of Extending Compulsory Education". Education Finance and Policy 14, nr 2 (marzec 2019): 242–71. http://dx.doi.org/10.1162/edfp_a_00254.

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This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.

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Morrison, Frederick J., Matthew H. Kim, Carol M. Connor i Jennie K. Grammer. "The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science". Current Directions in Psychological Science 28, nr 5 (16.08.2019): 441–49. http://dx.doi.org/10.1177/0963721419855661.

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Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

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Chou, Shin-Yi, Jin-Tan Liu, Michael Grossman i Ted Joyce. "Parental Education and Child Health: Evidence from a Natural Experiment in Taiwan". American Economic Journal: Applied Economics 2, nr 1 (1.01.2010): 33–61. http://dx.doi.org/10.1257/app.2.1.33.

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In 1968, the Taiwanese government extended compulsory education from 6 to 9 years and opened over 150 new junior high schools at a differential rate among regions. Within each region, we exploit variations across cohorts in new junior high school openings to construct an instrument for schooling, and employ it to estimate the causal effects of mother's or father's schooling on infant birth outcomes in the years 1978–1999. Parents' schooling does cause favorable infant health outcomes. The increase in schooling associated with the reform saved almost 1 infant life in 1,000 live births. (JEL I12, I21, J12, J13, R23)

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Vaught, Sabina. "Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling". Harvard Educational Review 82, nr 1 (26.03.2012): 52–77. http://dx.doi.org/10.17763/haer.82.1.e3p454q1070131g4.

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In this article, Sabina Vaught undertakes the theoretical and analytical project of conceptually integrating Whiteness as property, a key structural framework of Critical Race Theory (CRT), and melancholia, a framework originally emerging from psychoanalysis. Specifically, Vaught engages Whiteness as property as an analytic tool to examine data from a larger ethnographic study of juvenile prison and schooling. She suggests that the psychoanalytic framework of melancholia enriches and complicates this analysis and proposes a theoretical move toward understanding structural affective processes in the scholarly effort to map schooling, race, and power. Throughout, Vaught illustrates the significance and utility of such an approach through multifaceted data-driven analyses.

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Dickinson-Delaporte, Sonia, John B. Ford i Donna Gill. "Model Looks, Motives, and Affective Outcomes". Journalism & Mass Communication Quarterly 91, nr 2 (5.05.2014): 357–74. http://dx.doi.org/10.1177/1077699014527454.

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Falout, Joseph, James Elwood i Michael Hood. "Demotivation: Affective states and learning outcomes". System 37, nr 3 (wrzesień 2009): 403–17. http://dx.doi.org/10.1016/j.system.2009.03.004.

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Webb, Evan, i Scott Forrester. "Affective Outcomes of Intramural Sport Participation". Recreational Sports Journal 39, nr 1 (kwiecień 2015): 69–81. http://dx.doi.org/10.1123/rsj.2015-0006.

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Participation in collegiate intramural sports provides numerous, positive psychological benefits for its participants. Benefits of participation in intramural programs include improved happiness and subjective well-being which can be operationalized as one's positive affective state. The purpose of this study was to determine the affective outcomes (positive and negative affect) of intramural sport participation in a collegiate setting. Students at a Canadian university ( N = 315) completed a questionnaire immediately following their participation in an intramural sport. Overall, and across all demographic variables, participants reported significantly higher levels of positive affect than negative affect, even for all levels of task- or ego-orientation (low, medium, and high). A MANOVA revealed significant differences between the three levels of task-orientation on positive affect but not negative affect. These results are promising indicators of students' continued sport participation on campus and later in life as intramural sport participants report experiencing significantly more positive affect than negative affect.

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Coughlan, Richard, i Terry Connolly. "Predicting Affective Responses to Unexpected Outcomes". Organizational Behavior and Human Decision Processes 85, nr 2 (lipiec 2001): 211–25. http://dx.doi.org/10.1006/obhd.2000.2939.

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Ali, Elias, i Ronald H. Heck. "Comparing the Contexts of Middle-Grade Schools, Their Instructional Practices, and Their Outcomes". NASSP Bulletin 96, nr 2 (6.05.2012): 93–118. http://dx.doi.org/10.1177/0192636512444715.

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The purpose of this study is to describe an alternative means of estimating school effectiveness, referred to as an “absolute year” of schooling and demonstrate its usefulness as a measure of school effectiveness in the middle grades. More specifically, the study investigated (a) whether the absolute schooling effect in math and reading outcomes varied across a statewide sample of 53 secondary schools (e.g., middle, intermediate) and (b) whether differences in school variables explained the variability in the absolute-schooling effect.

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Wang, Xiaobing, Yu Bai, Linxiu Zhang i Scott Rozelle. "Migration, Schooling Choice, and Student Outcomes in China". Population and Development Review 43, nr 4 (3.11.2017): 625–43. http://dx.doi.org/10.1111/padr.12101.

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Jones, Jennifer. "Outcomes of Girls' Schooling: Unravelling Some Social Differences". Australian Journal of Education 34, nr 2 (sierpień 1990): 153–67. http://dx.doi.org/10.1177/000494419003400206.

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McEwen, Alex, i Earl Robinson. "Evangelical beliefs, attitudes towards schooling and educational outcomes". Research in Education 52, nr 1 (listopad 1994): 65–74. http://dx.doi.org/10.1177/003452379405200106.

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Chudgar, Amita. "Female Headship and Schooling Outcomes in Rural India". World Development 39, nr 4 (kwiecień 2011): 550–60. http://dx.doi.org/10.1016/j.worlddev.2010.08.021.

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Maliranta, Mika, Satu Nurmi i Hanna Virtanen. "Resources in vocational education and post‐schooling outcomes". International Journal of Manpower 31, nr 5 (17.08.2010): 520–44. http://dx.doi.org/10.1108/01437721011066344.

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Mohanty, Itismita, i ANU RAMMOHAN. "Child schooling in India: the role of gender". Indian Growth and Development Review 8, nr 1 (13.04.2015): 93–108. http://dx.doi.org/10.1108/igdr-03-2014-0008.

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Purpose – This paper aims to analyse factors that influence child schooling outcomes in India, specifically the role of gender. Design/methodology/approach – This paper uses data from the nationally representative Indian National Family Health Surveys 1995-1996 and 2005-2006 and estimates Heckman sample selection, cluster fixed-effects and household fixed-effects econometric models. The dependent variables are the child’s enrolment status and conditional on enrolment child’s years of schooling. Findings – This analysis finds statistically significant evidence of male advantage both in schooling enrolment as well as years of schooling. However, using a cluster fixed-effects model, our analysis finds that within a village, conditional on being enrolled, girls spend more years in school relative to boys. Other results show that parental schooling has a positive and statistically significant impact on child schooling. There is statistically significant wealth effect, community effect and regional disparities between states in India. Originality/value – The large sample size and the range of questions available in this data set, allows us to explore the influence of individual, household and village level social, economic and cultural factors on child schooling. The role of gender on child schooling within a village, intrahousehold resource allocation for schooling and regional gender differences in schooling are important issues in India, where education outcomes remain poor for large segments of the population.

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Oladoyin Dauda, Risikat. "Effect of Public Educational Spending and Macroeconomic Uncertainty on Schooling Outcomes: Evidence from Nigeria". Cuadernos de difusión 16, nr 31 (30.12.2011): 7–21. http://dx.doi.org/10.46631/jefas.2011.v16n31.01.

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This study examines the effect of government educational spending and macroeconomic uncertainty on schooling outcomes in Nigeria using the econometric methods of cointegration and error correction mechanism together with the vector autoregression methodology. The results indicate that schooling outcome cointegrated with all the identified explanatory variables. The study found that public educational spending impacts positively on schooling outcome while macroeconomic instability impacts negatively. The variance decomposition analysis shows that “own shocks” constitute the predominant source of variation in schooling outcome. The impulse response analysis shows that any unanticipated increase in the macroeconomic uncertainty rate will have a contractionary impact on literacy rate. The policy implication of this study is that government should pay attention to policies that enhance educational attainment through adequate public social investment under stable macroeconomic environment.

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Moorthy, Avanish, Theodore F. Figinski i Alicia Lloro. "Revisiting the Effect of Education on Later Life Health". Finance and Economics Discussion Series 2022, nr 007 (23.02.2022): 1–31. http://dx.doi.org/10.17016/feds.2022.007.

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We provide new evidence on the effect of education on later life health. Using variation in state compulsory schooling laws, we examine education's effect on a range of outcomes encompassing physical health, decision-making, and life expectancy. We employ under-utilized Health and Retirement Study data linked to restricted geographic identifiers, allowing us to match individuals more accurately to compulsory schooling laws. While positively related to educational attainment, compulsory schooling laws have no significant effect on later life health outcomes. Our results suggest that increased educational attainment has no significant causal effect on health.

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Cahoy, Ellysa, i Robert Schroeder. "Embedding Affective Learning Outcomes in Library Instruction". Comminfolit 6, nr 1 (2012): 73. http://dx.doi.org/10.15760/comminfolit.2012.6.1.119.

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Terum, Jens Andreas, i Frode Svartdal. "Judgements vs affective evaluations of counterfactual outcomes". Thinking & Reasoning 19, nr 1 (luty 2013): 78–95. http://dx.doi.org/10.1080/13546783.2012.739098.

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Naugle, Keith E., Kelly M. Naugle i Erik A. Wikstrom. "Cardiovascular and Affective Outcomes of Active Gaming". Journal of Strength and Conditioning Research 28, nr 2 (luty 2014): 443–51. http://dx.doi.org/10.1519/jsc.0b013e31829999c3.

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