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Understanding Academic Achievement Through Social and Cultural Lenses in Swedish Upper Secondary Schools

Thorvaldsson, Jón Vidir LU (2024) SIMZ51 20241
Graduate School
Abstract
Social factors within educational settings have been repeatedly highlighted as a key determinant of students' academic achievements and school success. This thesis investigates the interplay between peer relations, social belonging, cultural identity, school culture, and academic outcomes in Swedish upper secondary schools. Utilizing survey data gathered in 2013 from students across eleven upper secondary schools in Malmö, the study employs an exploratory quantitative design to assess how these social variables influence academic performance. The research highlights the significance of student’s identity and a positive school culture in enhancing academic outcomes. Notably, it identifies the complex role of social belonging, which varies... (More)
Social factors within educational settings have been repeatedly highlighted as a key determinant of students' academic achievements and school success. This thesis investigates the interplay between peer relations, social belonging, cultural identity, school culture, and academic outcomes in Swedish upper secondary schools. Utilizing survey data gathered in 2013 from students across eleven upper secondary schools in Malmö, the study employs an exploratory quantitative design to assess how these social variables influence academic performance. The research highlights the significance of student’s identity and a positive school culture in enhancing academic outcomes. Notably, it identifies the complex role of social belonging, which varies based on the school's cultural environment. The findings emphasize that cultural identity and teacher support are critical modifiers of the relationship between social factors and academic success. The study contributes to the literature by offering a nuanced understanding of the social dimensions of educational environments, particularly within a multicultural context. This research underscores the importance of fostering inclusive and supportive school cultures to improve educational equity and student achievement. (Less)
Please use this url to cite or link to this publication:
author
Thorvaldsson, Jón Vidir LU
supervisor
organization
course
SIMZ51 20241
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Education policy, Swedish education system, educational equality, class structures.
language
English
id
9173326
date added to LUP
2024-09-13 14:45:57
date last changed
2024-09-13 14:45:57
@misc{9173326,
  abstract     = {{Social factors within educational settings have been repeatedly highlighted as a key determinant of students' academic achievements and school success. This thesis investigates the interplay between peer relations, social belonging, cultural identity, school culture, and academic outcomes in Swedish upper secondary schools. Utilizing survey data gathered in 2013 from students across eleven upper secondary schools in Malmö, the study employs an exploratory quantitative design to assess how these social variables influence academic performance. The research highlights the significance of student’s identity and a positive school culture in enhancing academic outcomes. Notably, it identifies the complex role of social belonging, which varies based on the school's cultural environment. The findings emphasize that cultural identity and teacher support are critical modifiers of the relationship between social factors and academic success. The study contributes to the literature by offering a nuanced understanding of the social dimensions of educational environments, particularly within a multicultural context. This research underscores the importance of fostering inclusive and supportive school cultures to improve educational equity and student achievement.}},
  author       = {{Thorvaldsson, Jón Vidir}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Understanding Academic Achievement Through Social and Cultural Lenses in Swedish Upper Secondary Schools}},
  year         = {{2024}},
}