Scholarlink

<p>This study examines the influence and effects of educational process quality in all-day schooling (autonomy, interest and relationship quality) on the academic well-being of 800 third-grade students at 31&#xa0;Düsseldorf primary schools as part of the “Zukunft des Ganztags an Düsseldorfer Grundschulen” (Future of the all-day in Düsseldorf primary schools) project. The findings indicate that the sociospatial location of the schools, as measured by the social index, does not exert an influence on the process quality of all-day schooling. Further multilevel analyses demonstrate that interest in all-day programs and the quality of relationships, in particular, contribute significantly to well-being at school, whereas autonomy has no significant influence. Girls exhibited a&#xa0;higher interest in all-day programs than boys. A&#xa0;higher social index was associated with lower well-being. These results underscore the pivotal role of the social environment and the process quality for the well-being of students in all-day schooling.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Qualität in Ganztagsgrundschulen – neue empirische Erkenntnisse

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月27日

查看全文
  • Laurin Bremerich,
  • Markus Sauerwein,
  • Irene Dittrich

摘要

This study examines the influence and effects of educational process quality in all-day schooling (autonomy, interest and relationship quality) on the academic well-being of 800 third-grade students at 31 Düsseldorf primary schools as part of the “Zukunft des Ganztags an Düsseldorfer Grundschulen” (Future of the all-day in Düsseldorf primary schools) project. The findings indicate that the sociospatial location of the schools, as measured by the social index, does not exert an influence on the process quality of all-day schooling. Further multilevel analyses demonstrate that interest in all-day programs and the quality of relationships, in particular, contribute significantly to well-being at school, whereas autonomy has no significant influence. Girls exhibited a higher interest in all-day programs than boys. A higher social index was associated with lower well-being. These results underscore the pivotal role of the social environment and the process quality for the well-being of students in all-day schooling.