000			02113nam a22002417a 4500
003			ZW-GwMSU
005			20241210090955.0
008			241210b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 JOU
100	1		_aAinley, John _eauthor
245	1	0	_aDeveloping interdependence: _ban analysis of individual and school influences on a social outcome of schooling _ccreated by John Ainley
264			_aOxfordshire: _bTaylor & Francis, _c2006.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 26 , number 2,
520	3		_aA sense of interdependence, in terms of relations with other individuals, groups, and institutions, is at the heart of the social outcomes of schooling. This paper investigates the views of school students in late primary and middle secondary school about the importance to them of relating constructively with others, commitment to community well-being, and adherence to rules and conventions. It describes scales to measure these orientations, investigates relationships with age, gender, and other student characteristics, and examines the extent to which individual student orientations are related to school environments. Data are from a survey of nationally representative Australian samples of approximately 8,000 students in Years 5 and 10 from more than 500 schools as well as 2,600 teachers from those schools. Multilevel regression analyses indicate that differences in student orientations are associated with age, gender, and educational aspirations as well as a number of other school and individual factors. Differences among schools account for approximately 11% of the variance in student scores and school environments and practices are found to be associated with differences in student responses.
650			_aStudent characteristics _vAcademic aspiration _xOutcomes of education
856			_uhttps://doi.org/10.1080/01443410500344225
942			_2lcc _cJA
999			_c168718 _d168718