Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10401011" target="_blank" >RIV/00216208:11410/19:10401011 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=0PLR3LfcXs" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=0PLR3LfcXs</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.31577/sociologia.2019.51.3.15" target="_blank" >10.31577/sociologia.2019.51.3.15</a>
Alternative languages
Result language
angličtina
Original language name
Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools
Original language description
Educational effectiveness research shows that teacher beliefs influence how teachers interact with students and thus affect not only the quality of their instruction but also students' learning outcomes. A teacher's interpersonal relationship styles, supportiveness, and mindset with regard to all students' abilities to succeed were found to be predictive not only of students' academic achievement, but also of non-cognitive outcomes such as engagement in school, learning motivation, or positive social development. The purpose of this paper is to explore the relationship between three non-cognitive outcomes of Czech lower secondary students in grade 9, perseverance, self-efficacy, and educational aspirations, and the attitudes of their teachers that are operationalized as academic optimism. The data set used for the analysis presented in this paper contained data from 4798 grade 9 students and 1469 teachers from 124 basic schools and 39 grammar schools that was collected in the Czech Longitudinal Study in Education in 2016. Two-level structural equation modelling is used to test the hypothesis that students' non-cognitive outcomes are related to the academic optimism of their teachers. Academic optimism was directly related to both students' self-efficacy and class composition according to socio-economic status. These are very important findings with respect to tracking practices in the Czech education system since they exhibit not only early tracking but also a strong differentiation within individual tracks according to socio-economic status.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA18-19056S" target="_blank" >GA18-19056S: Factors related to the cognitive and non-cognitive outcomes of vocational students. The role of the sense of academic futility and school culture</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Sociológia
ISSN
0049-1225
e-ISSN
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Volume of the periodical
51
Issue of the periodical within the volume
3
Country of publishing house
SK - SLOVAKIA
Number of pages
24
Pages from-to
313-336
UT code for WoS article
000473012100005
EID of the result in the Scopus database
2-s2.0-85071303532