Abstract
In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associated with students’ state of alienation from learning, from teachers, and from classmates, applying a cross-sectional research design. Participants included 543 Grade 7 students from the Swiss canton of Bern who took part in the binational research project “School Alienation in Switzerland and Luxembourg (SASAL, 2015-2019)”. Results of correlation and multiple regression analyses revealed that the student-teacher and student-student relationships were associated with alienation from school.
Highlights
Students spend a considerable amount of their lifetime in school settings and are in constant interaction with their teachers and classmates
The aim of this paper is to address these gaps by focusing on how the student-teacher relationship and student-student relationship as aspects of social school climate (SSC) are related to different domains of school alienation (SAL)
Model fit was assessed based on several indices, including the ratio of the chi-square statistic to the degrees of freedom (χ2/df ), comparative fit index (CFI), root mean square error of approximation (RMSEA), and standardized root mean square residual (SRMR)
Summary
Students spend a considerable amount of their lifetime in school settings and are in constant interaction with their teachers and classmates. Adolescents’ positive emotions and attitudes toward school decrease over time and so does their bonding to school (Hagenauer & Hascher, 2010; Simons-Morton, 1999). This gradual detachment from school may eventually result in school alienation (SAL), found to be a predictor of school failure and school dropout (e.g., Finn, 1989; Hascher & Hadjar, 2018). There is a multitude of sources a multitude of sources which can lead to SAL Alongside personal aspects such as gender or academic achievement (Hascher & Hagenauer, 2010; Trusty & Dooley-Dickey, 1993), aspects of the educational environment may affect SAL. Positive relationships with teachers and classmates were found to enhance psychological well-being and school belonging (Aldridge & McChesney, 2018; Ozgenel et al, 2018), and may mitigate negative school factors such as SAL
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