Citations (49)
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Emanuele Fedeli & Moris Triventi. (2024) Immigrant proportion and ethno-linguistic diversity in the classroom: consequences for children’s well-being, social integration, and academic competencies. Journal of Ethnic and Migration Studies 50:6, pages 1508-1529.
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Pomme van de Weerd. (2023) Being ‘the lowest’: models of identity and deficit discourse in vocational education. Ethnography and Education 18:2, pages 144-158.
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Laura Van den Broeck, Isis Vandelannote, Jannick Demanet & Mieke Van Houtte. (2023) High school never ends. Normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture. Educational Review 75:2, pages 217-242.
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Lennart Van Eycken & Mieke Van Houtte. (2022) Boys can be managed: schools’ student composition and teacher efficacy, a multilevel approach. Teacher Development 26:4, pages 531-549.
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Jannick Demanet, Lore Van Praag & Mieke Van Houtte. (2020) Merging Top-Down and Bottom-Up Influences on Fitting in at School. The Role of Ethnic Congruence in Overall and Interethnic Friendship Formation. The Sociological Quarterly 61:3, pages 544-566.
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Sara Geven. (2019) The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden. Journal of Ethnic and Migration Studies 45:15, pages 2864-2887.
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Valeria Ivaniushina & Daniel Alexandrov. (2018) Anti-school attitudes, school culture and friendship networks. British Journal of Sociology of Education 39:5, pages 698-716.
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Sara Geven, Matthijs Kalmijn & Frank van Tubergen. (2016) The ethnic composition of schools and students’ problem behaviour in four European countries: the role of friends. Journal of Ethnic and Migration Studies 42:9, pages 1473-1495.
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Christoph Michael Müller & Verena Hofmann. (2016) Does being assigned to a low school track negatively affect psychological adjustment? A longitudinal study in the first year of secondary school. School Effectiveness and School Improvement 27:2, pages 95-115.
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Bram Spruyt, Filip Van Droogenbroeck & Dimokritos Kavadias. (2015) Educational tracking and sense of futility: a matter of stigma consciousness?. Oxford Review of Education 41:6, pages 747-765.
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Jannick Demanet & Mieke Van Houtte. (2014) Social–ethnic school composition and disengagement: An inquiry into the perceived control explanation. The Social Science Journal 51:4, pages 659-675.
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Jannick Demanet & Mieke Van Houtte. (2013) Grade retention and its association with school misconduct in adolescence: a multilevel approach. School Effectiveness and School Improvement 24:4, pages 417-434.
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Jannick Demanet, Pieter Vanderwegen, Hans Vermeersch & Mieke Van Houtte. (2013) Unravelling gender composition effects on rule-breaking at school: a focus on study attitudes. Gender and Education 25:4, pages 466-485.
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Jannick Demanet, Orhan Agirdag & Mieke Van Houtte. (2012) Constrict in the School Context: The Impact of Ethnic School Diversity on the Quantity and Quality of Friendships. The Sociological Quarterly 53:4, pages 654-675.
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Jannick Demanet & Mieke Van Houtte. (2012) The Impact of Bullying and Victimization on Students' Relationships. American Journal of Health Education 43:2, pages 104-113.
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Articles from other publishers (34)
Charlotte Maene, Ronan Van Rossem & Peter A. J. Stevens. (2023) Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging. Youth & Society 56:2, pages 425-442.
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Thea Bertnes Strømme, Jannick Demanet & Rafael Merino. (2023) The role of education and social background in the changing political involvement of adolescents – a comparative approach. Acta Sociologica.
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Jana Straková, Jaroslava Simonová & Petr Soukup. (2023) The Effect of Different Secondary School Tracks on Cognitive and Non-cognitive Learning Outcomes - the Application of the Propensity Score Matching Method to Longitudinal Data. Czech Sociological Review.
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Jaroslava Simonová, Jan Vyhnálek, Dominik Dvořák & Jana Straková. (2021) Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education. Education and Urban Society 54:9, pages 1120-1142.
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Natasha Pusch. (2021) Macro-level Criminological Perspectives and School Delinquency: A Meta-analysis. Youth & Society 54:7, pages 1247-1279.
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Emma Degroote & Mieke Van Houtte. (2020) Sense of Futility as Subject of Disciplinary Action: Do Students With Negative Attitudes Toward the Educational System Get Disciplined More Often?. Behavioral Disorders 47:3, pages 155-165.
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Isis Vandelannote & Jannick Demanet. (2020) “What’s High School Got to do With It?” Secondary School Composition, School-Wide Social Capital and Higher Education Enrollment. Research in Higher Education 62:5, pages 680-708.
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Amelie Labsch, Lena Nusser, Monja Schmitt & Marianne Schüpbach. (2021) Gemeinsam lernen, miteinander teilen – Zusammenhänge zwischen dem Besuch eines inklusiven Bildungsettings und dem sozialen Verhalten von SchülerInnen ohne sonderpädagogischen FörderbedarfLearning together, sharing with others—relation between attending an inclusive learning environment and the social behavior of students without special educational needs. Zeitschrift für Erziehungswissenschaft 24:3, pages 525-543.
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Ward Nouwen & Noel Clycq. (2020) Assessing the added value of the self-system model of motivational development in explaining school engagement among students at risk of early leaving from education and training. European Journal of Psychology of Education 36:2, pages 243-261.
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Isis Vandelannote & Jannick Demanet. (2021) Unravelling socioeconomic school composition effects on higher education enrollment: the role of students’ individual and shared feelings of futility and self-efficacy. Social Psychology of Education 24:1, pages 169-193.
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Andreas Hadjar, Alyssa Grecu, Jan Scharf, Frederick de Moll, Julia Morinaj & Tina Hascher. (2021) Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland. International Journal of Educational Research 105, pages 101697.
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Anke Heyder, Margriet van Hek & Mieke Van Houtte. (2020) When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct. Sex Roles 84:1-2, pages 61-75.
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Jana Straková, Petr Soukup & Jaroslava Simonová. (2020) Testing the Concept of academic futility in Czech secondary education. Czech Sociological Review 56:5, pages 599-617.
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Simon Boone & Jannick Demanet. (2020) Track choice, school engagement and feelings of perceived control at the transition from primary to secondary school. British Educational Research Journal 46:5, pages 929-948.
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Sanna Higgen & Mike Mösko. (2020) Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers. PLOS ONE 15:7, pages e0236160.
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Maaike C. Engels, Karen Phalet, Mariola C. Gremmen, Jan Kornelis Dijkstra & Karine Verschueren. (2020) Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context. Journal of Applied Developmental Psychology 69, pages 101156.
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Diego Palacios, Jan Kornelis Dijkstra, Cristóbal Villalobos, Ernesto Treviño, Christian Berger, Mark Huisman & René Veenstra. (2019) Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology 74, pages 58-73.
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Jannick Demanet & Mieke Van Houtte. (2018) Socioeconomic status, economic deprivation, and school misconduct: an inquiry into the role of academic self-efficacy in four European cities. Social Psychology of Education 22:1, pages 1-22.
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Marie-Christine Brault, Véronique Dupéré, Michel Janosz, Sophie Pascal, Isabelle Archambault & Nathan Yerg. 2019. Resisting Education: A Cross-National Study on Systems and School Effects. Resisting Education: A Cross-National Study on Systems and School Effects
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Jannick Demanet & Mieke Van Houtte. (2016) Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships. American Educational Research Journal 53:3, pages 745-780.
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Frank van Tubergen & Milou van Gaans. (2013) Is There an Oppositional Culture Among Immigrant Adolescents in the Netherlands?. Youth & Society 48:2, pages 202-219.
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Jannick Demanet, Lore Van Praag & Mieke Van Houtte. (2016) About Ethnicity, Fitting In, and Acting Out: Applying the Person–Environment Fit Framework to School Misconduct. Journal of Cognitive Education and Psychology 15:2, pages 293-319.
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Christoph M. Müller & Carmen L. A. Zurbriggen. (2016) An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue. Journal of Cognitive Education and Psychology 15:2, pages 163-184.
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Lieven J. R. Pauwels, Frank M. Weerman, Gerben J. N. Bruinsma & Wim Bernasco. (2014) How Much Variance in Offending, Self-Control and Morality can be Explained by Neighbourhoods and Schools? An Exploratory Cross-Classified Multi-Level Analysis. European Journal on Criminal Policy and Research 21:4, pages 523-537.
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Ilse Laurijssen & Bram Spruyt. (2014) Not for People Like Us? A Six-Year Panel Study of the Mutual Relationship Between Feelings of Relative Deprivation and Occupational Status Among Young Adults in Flanders. Social Indicators Research 124:2, pages 617-635.
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Lieven J. R. Pauwels & Robert Svensson. (2015) Schools and Child Antisocial Behavior. SAGE Open 5:2, pages 215824401559293.
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Hans BertenRonan Van Rossem. (2015) Homophily in Adolescence. YOUNG 23:1, pages 76-96.
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Jannick Demanet & Mieke Van Houtte. (2012) Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect. Teaching and Teacher Education 28:6, pages 860-869.
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Jannick Demanet & Mieke Van Houtte. (2011) School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment. Journal of Youth and Adolescence 41:4, pages 499-514.
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