Assessing the added value of the self-system model of motivational development in explaining school engagement among students at risk of early leaving from education and training

European Journal of Psychology of Education - Tackling early leaving from education and training (ELET) is one of the headline targets for education policy in the European Union. Although ELET...     

Meritocracy,deficit thinking and the invisibility of the system: Discourses on educational success and failure

Socio‐ethnic stratification and segregation processes present in Flemish society are reflected in the everyday school environment. Pupils with a different socio‐ethnic background than the dominant majority and middle class seem to be confronted with a lot of difficulties in this school system. The dominant meritocratic discourse frequently applies a deficit thinking perspective to frame educational success and failure, focusing on deficiencies originating outside of the school. In this paper we analyse newly collected survey data (N = 11,015 pupils) and a large amount of qualitative data (from pupils, parents, teachers, principals) to answer our two main research questions: (i) how is educational success/failure defined, and (ii) how is educational success/failure explained? The factor analyses as well as the qualitative analyses illustrate how the idea of meritocracy relates to individualistic features such as effort, merit and competence. However, the findings also reveal that this individualistic approach goes hand‐in‐hand with a focus on the family environment and ‘culture’ which seems to limit individual agency to a large extent. In these discourses, pupils, parents and even teachers are presented as being largely determined by their direct social environment with almost no regard for social inequalities within the educational system. The paper ends with a discussion on how processes of victimization and the denial of systemic bias, influence educational trajectories and proposes a different approach to multiculturalism and the appreciation of cultural background and specific family resources as positive elements in these trajectories.     

Correction to: The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development

European Journal of Psychology of Education - Educational policy strategies give work-based learning (WBL) and dual learning pathways a prominent role in strengthening student engagement. Given...     

How to support and engage students in alternative forms of education and training? A qualitative study of school staff members in Flanders

This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education.     

A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home

Technologies are increasingly adopted and used by young children at home. Parents play an important role in shaping their media use, keeping certain possibilities open for children to play, learn, and socialize while limiting others. Nevertheless, the literature on parental mediation of young children’s media use is scant. In this article, we describe a qualitative, mixed-method study involving 24 parents and 36 children aged 3 to 9, and focus on the contextual factors that shape (transitions between) parental mediation practices. The results point to the emergence of new manifestations of parental mediation and provide evidence of their dynamic, often paradoxical nature. In particular, the insights on distant mediation, various buddy styles, and participatory learning, as well as the value of a wholeness approach for understanding children’s conditions for media engagement, suggest new prospects for parental mediation literature.