Correlation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania

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dc.creatorBarabás, Andrea
dc.creatorBacskai, Katinka
dc.date2020-11-30
dc.date.accessioned2021-06-28T11:41:56Z
dc.date.available2021-06-28T11:41:56Z
dc.descriptionIn social sciences, a more sophisticated way of examining students' school performance, based on the combination of school and family factors, is becoming increasingly popular. Important indicators of schools operating in a given territorial and societal context can be obtained both at student and institutional levels if territorial characteristics are included. In our research we examine the correlation between family background and performance, and investigate the settlement type where the proportion of students from low SES schools is the highest. At the same time we are also curious whether there is a greater chance of resilience in smaller communities. Our results show that the majority of students from low SES schools study in small settlements, but resilience is clearly not more typical in smaller communities.
dc.formatapplication/pdf
dc.identifierhttps://ojs.lib.unideb.hu/CEJER/article/view/8531
dc.identifier10.37441/CEJER/2020/2/3/8531
dc.identifier.urihttp://hdl.handle.net/2437/318104
dc.languageeng
dc.publisherDebrecen University Press (DUPress)
dc.relationhttps://ojs.lib.unideb.hu/CEJER/article/view/8531/7768
dc.rightsCopyright (c) 2020 Central European Journal of Educational Research
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.sourceCentral European Journal of Educational Research; Vol. 2 No. 3 (2020): Family Life Education; 62-69
dc.sourceCentral European Journal of Educational Research; Évf. 2 szám 3 (2020): Family Life Education; 62-69
dc.source2677-0326
dc.subjectperformance
dc.subjectfamily background
dc.subjectresilience
dc.titleCorrelation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
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Central European Journal of Educational Research