Search

Several studies suggest that students’ relatedness and well-being are related to students’ success at school and healthy development. The purpose of this study is to examine psychometric properties and construct validity of the Students’ Relatedness Scale (SRS) and of the School Well-being Scale (SWS). Multi-group confirmatory factor analyses (MCFA) are performed to test the theoretical structure of the two scales and their metric invariance across gender. Results of MCFAs are consistent with the scale structure hypothesized for SRS and SWS, and show the scales’ measurement invariance across gender. The internal consistency of the scales ranged from .72 to .85.

Recent decades have seen the encouragement of international collaborative partnerships in various guises. The aim of the paper is to consider the practical implications of international collaborative partnerships between and within higher education institutions (HEIs) in terms of the development of an international programme in Special Needs Education as well as its implementation. We argue that contextualising these demands within wider international and European demands creates unforeseen challenges for the participants both institutionally and individually. Attention is also paid to how fundamental tensions around internationalisation of the curriculum and knowledge-sharing and the extent to which this is being managed at the Consortium.

The International Civic and Citizenship Study (ICCS) investigates the role of schooling in preparing students for their roles as citizens. The present paper develops a model of students’ expected political participation in which factors at school as well as at student level are taken into account. A multilevel regression model is tested including openess in classroom discussion and value of students’ participation as school level indipendent variables and students’ civic knowledge and political efficacy as student level indipendent variables. Various control variables are analyzed. Results show positive significant relationships between the indipendent variables and the students’ expected political participation.

The teaching style is important because it influences students’ school-related motivation, emotion, and performance. The main purpose of this study is to examine psychometric properties and construct validity of a short version of the Problems In School questionnaire (PIS). A multi-group confirmatory factor analysis (MCFA) is performed to test the scale theoretical structure and the metric invariance across teachers’ length of service. Results of MCFA are consistent with the hypothesized scale structure and show measurement invariance across different lengths of teaching service. The reliability of the scales in terms of internal consistency ranged from .61 to .69.

The International Civic and Citizenship Study investigates the role of schooling in preparing students for their roles as citizens. The present paper tests a model in which openness in classroom discussion is a school factor that can affect civic knowledge. A multilevel regression model with two levels was tested considering the ICSS-scaled score for civic knowledge as a dependent variable and students’ perceptions of openness in classroom discussion as an independent variable at the school level. Various control variables were analyzed. Students’ civic knowledge scores resulted significantly higher if in their school there was an open classroom climate for discussion.