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  • 1
    Article
    Article
    2013
    ISSN: 1927-6044  ISSN: 02529955 
    Language: English
    In: International Journal of Higher Education, 2013, Vol.2(4), pp.191-204
    Description: If teachers knew in advance whether their students are at risk of school failure, they would have the opportunity to supply these students with additional or special instruction. In Luxembourg, the likelihood of failure in school is particularly high. Taking this result into account, this paper deals with the identification of variables of primary school students that might help predict school failure in Luxembourgish secondary school. Failure was defined as (a) descending from a higher track to a lower track, (b) repeating a class, or (c) showing insufficient achievements in two main subjects. First, we chose variables from a cohort of N = 2787 students who finished primary school in 6th grade and started secondary school in 7th grade in school year 2008/2009 for further analyses which were shown to be effective in predicting school failure in past investigations. These variables entailed both information about students' achievements and their social background. We then examined similarities and differences in these variables between students who failed and those who succeeded. Additionally, logistic regression analyses showed that primary school achievements in mathematics and languages were the strongest predictors of failure in secondary school, followed by students' age and students' school-related behaviors. Finally, we could show that the same accuracy of prediction of school failure (mean ? = 0.183) was obtained when a fast and frugal algorithm, containing only three predictors or less, instead of a linear regression model was used. The findings support the hypothesis that poor academic achievement is one of the strongest predictor of school failure, and that accurate predictions can be made without using complex regression models.
    Subject(s): At Risk Students ; Academic Failure ; Foreign Countries ; Elementary School Students ; Secondary School Students ; Predictor Variables ; Low Achievement ; Grade 6 ; Grade 7 ; Academic Achievement ; Social Influences ; Student Characteristics ; Comparative Analysis ; Success ; Regression (Statistics) ; Mathematics Achievement ; Reading Achievement ; Language Arts ; Age Differences ; Student Behavior ; Hypothesis Testing ; Student Records ; Scores ; Achievement Tests ; Standardized Tests ; Gender Differences ; Ethnic Groups ; Track System (Education) ; Luxembourg ; Elementary Education ; Secondary Education ; Grade 6 ; Intermediate Grades ; Middle Schools ; Grade 7 ; Junior High Schools ; Luxembourg
    ISSN: 1927-6044
    ISSN: 02529955
    E-ISSN: 19276052
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  • 2
    Language: English
    In: European Journal of Psychology of Education, 2015, Vol.30(1), pp.119-136
    Description: Based on a large longitudinal sample ( N  = 9031) of Luxemburgish secondary school students, this study examined whether variables reflecting the sociodemographic background of the students (gender, nationality and socioeconomic status) as well as the school track proved to be predictors of grade retention. These possible predictors of grade retention were tested against the effect of students’ achievements, represented by their grade point average (GPA). By using Cox regression analysis, we could show that even when the effects of sociodemographic variables were qualified by students’ achievement, male students, immigrant students, students from schools of lower socioeconomic status (SES) districts and students attending the lower track were shown to have a higher risk of experiencing grade retention in comparison to female students, native students, students from schools of higher SES districts or students attending the higher track. The results obtained are discussed with regard to theories of judgment formation drawn from social psychology.
    Subject(s): Predictors ; Grade retention ; Secondary school ; Survival analysis ; Demographic factors
    ISSN: 0256-2928
    E-ISSN: 1878-5174
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  • 3
    Language: English
    In: GSTF Journal of Psychology (JPsych), 2014, Vol.1(1), pp.1-6
    Description: In Luxembourg and other European countries, school placement decisions made at the end of primary school determine the track a student will follow in secondary school. About one- third of the students in Luxembourg come from immigrant families. Research has shown that this demographical factor influences school placement decisions, as students with an immigration background are more likely to be oriented towards a lower track than are native students (e.g., [1]). It seems reasonable to assume that immigration background may also moderate the predictive validity of school placement decisions. In the present study, we examined whether students’ nationality moderates the predictive validity of school placement decisions in Luxembourg. We compared school placement decisions of three age-cohorts of students with the tracks they attended three to five years later. Subgroup analyses revealed that the predictive validity of school placement decisions was actually affected by nationality. Kappa coefficients, expressing the closeness of the relationship between placement decisions and the actual track, were higher for Luxembourgish students than for students of other nationalities. Additionally, multilevel regression analysis showed that Luxembourgish students were more likely to keep on the track than immigrant students.
    Subject(s): school placement decisions ; predictive validity ; students’ achievements ; students’ ethnicity ; moderator effect
    ISSN: 23457872
    E-ISSN: 2345-7929
    Source: Springer Science & Business Media B.V.
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  • 4
    Language: German
    In: Zeitschrift für Erziehungswissenschaft, 2014, Vol.17(2), pp.323-343
    Description: Mit der vorliegenden Studie sollte die Frage beantwortet werden, ob und inwieweit der Schulformwechsel in der Sekundarstufe nicht nur von den Schulnoten der Schülerinnen und Schüler, sondern auch von ihrem Migrationsstatus sowie den elterlichen Bildungsaspirationen abhängig ist. Anhand einer Jahrgangskohorte von N  = 4219 Schülerinnen und Schülern aus Luxemburg konnten wir im Verlauf der Sekundarstufe I zeigen, dass die Zeugnisdurchschnittsnote ein großes Gewicht für den Schulformwechsel hatte. Darüber hinaus zeigte sich, dass Schüler­innen und Schüler mit Migrationshintergrund in etwa die gleiche Chance auf einen Wechsel auf eine höhere Schulform hatten als luxemburgische Schülerinnen und Schüler, allerdings eine geringere Chance, auf eine niedrigere Schulform abzusteigen. Die geringere Abstiegswahrscheinlichkeit von Migrantenschülern ging jedoch im Wesentlichen darauf zurück, dass diese seltener auf höheren Schulformen anzutreffen waren als luxemburgische Schülerinnen und Schüler. Unab­hängig von Migrationsstatus und Schulnoten spielten elterliche Bildungsaspirationen eine große Rolle für die Wahrscheinlichkeit eines Schulformwechsels. Eine hohe Bildungsaspiration begünstigte den Aufstieg, während eine niedrige Bildungsaspiration häufiger mit Abstiegen einherging. The present study investigates the extent to which changing school forms in secondary school is dependent not only on a student’s school grades, but also on the migration status and educational aspirations of their parents. Based on a cohort ( N  = 4219) of school students from one school year in Luxemburg, we were able to show that throughout the lower secondary school, the grade average played a decisive role in the move to a different school form. Furthermore, students with a migration background were shown to have similar chances as students from Luxemburg of moving upwards to a higher school form, yet were less likely to move downwards. However, this phenomenon could essentially be explained by the fact that students with a migration background are not as highly represented in the higher school forms as are students from Luxemburg. Independent of migration status and school grades, parental educational aspirations played a decisive role change between school forms. High educational aspirations facilitated the move to a higher school form, while low educational aspirations correlated with moving to a lower school form.
    Subject(s): Changing school forms ; Lower secondary school ; Luxemburg ; Migration background ; Parental educational aspirations ; School grades ; Secondary school recommendation
    ISSN: 1434-663X
    E-ISSN: 1862-5215
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