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Effective pre-school, primary and secondary education project (EPPSE 3-14) : influences on students' dispositions in key stage 3 : exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in year 9

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Effective Pre School, Primary & Secondary Education
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DFE-RB-BRIEF-TEMPLATE-FRONT-JL DFE-RB184c ISBN 978-1-78105-053-8 January 2012 EFFECTIVE PRE-SCHOOL, PRIMARY AND SECONDARY EDUCATION PROJECT (EPPSE 3-14) Influences on students’ dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9 Pam Sammons$, Kathy Sylva$, Edward Melhuish+, Iram Siraj-Blatchford*, Brenda Taggart*, Rebecca Smees$, Diana Draghici* and Katalin Toth* *Institute of Education, University of London, + Birkbeck, University of London, $University of Oxford Introduction The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief reports on students’ dispositions when they were age 14 (Year 9) in six main areas: ‘enjoyment of school’, ‘academic self concept’ (English and maths), ‘popularity’, ‘citizenship values’ and ‘anxiety’. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and students’ academic and social-behavioural outcomes. Key Findings Student dispositions in Year 9 1) Most students had positive views towards school in Year 9, indicating that they enjoyed school, but these have become less positive over time. 2) Students were generally confident about their overall ability in Year 9 although there was some variation between subjects, with students being more confident of their ability in maths, science, sports and the arts than other subjects. They were least confident about their ability in modern languages. Boredom in lessons was reported by a substantial minority. 3) St

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