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faculty: "FMG" and publication year: "2011"
| Authors||L. Elffers, C.C. Weiss|
|Title||The impact of student engagement across educational transitions: a comparative international study in two different educational systems|
|Book/source title||AERA Annual Meeting 2011 [online]|
|Faculty||Faculty of Social and Behavioural Sciences|
|Institute/dept.||FMG: Research Institute Child Development and Education (CDE)|
|Abstract||Student engagement has been identified an essential prerequisite for achievement and persistence in various educational contexts. While many students experience a decline in academic achievement after a transition to a new institutional environment, relatively little is known about the role of student engagement in this process. We conducted an exploratory study to assess the impact of pre- and post-transition academic engagement on academic and behavioral outcomes across two notoriously difficult but very different transitions: the transition to high school in the US, and the transition to post-secondary vocational education in the Netherlands. In both settings, pre- and post-transition engagement have significant impact on post-transition behavior and performance. This result underlines the need for integrated student monitoring policies across institutional borders.|
|Note||Title of working paper: The educational aspirations of adolescents in vocational education: a cross-national perspective|
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