Sökning: onr:"swepub:oai:DiVA.org:umu-165211" >
Consequences of sch...
Consequences of school grading systems on adolescent health : evidence from a Swedish school reform
-
- Högberg, Björn (författare)
- Umeå universitet,Institutionen för socialt arbete
-
- Lindgren, Joakim, Dr, 1971- (författare)
- Umeå universitet,Institutionen för tillämpad utbildningsvetenskap
-
- Johansson, Klara (författare)
- Umeå universitet,Institutionen för tillämpad utbildningsvetenskap
-
visa fler...
-
- Strandh, Mattias, 1970- (författare)
- Umeå universitet,Institutionen för socialt arbete
-
- Petersen, Solveig (författare)
- Umeå universitet,Institutionen för epidemiologi och global hälsa
-
visa färre...
-
(creator_code:org_t)
- 2019-11-02
- 2021
- Engelska.
-
Ingår i: Journal of education policy. - : Routledge. - 0268-0939 .- 1464-5106. ; 36:1, s. 84-106
- Relaterad länk:
-
https://doi.org/10.1...
-
visa fler...
-
https://umu.diva-por... (primary) (Raw object)
-
https://www.tandfonl...
-
https://urn.kb.se/re...
-
https://doi.org/10.1...
-
visa färre...
Abstract
Ämnesord
Stäng
- Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Sociologi -- Socialt arbete (hsv//swe)
- SOCIAL SCIENCES -- Sociology -- Social Work (hsv//eng)
Nyckelord
- Stress
- health
- grading
- accountability
- education reform
- gender
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
Hitta via bibliotek
Till lärosätets databas