Jannick Demanet
Dados Biográficos
| ID | 173283 |
|---|---|
| NOME | Jannick Demanet |
| PRENOMES | Jannick |
| SOBRENOME | Demanet |
| ASSINATURA | DEMANET J |
| AFILIAÇÕES | Ghent University |
| ORCID | 0000-0003-2770-8917 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAÇÕES | 230 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 9 |
One way or another
Understanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educ…
He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition
Social inequality in skills
Engaging in extracurricular activities is known to affect both cognitive and non‐cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non‐cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that r…
Are Retained Students Frustrated? A Multilevel Analysis on Grade Retention and Intergroup Tolerance in 17 Countries
Grade retention touches upon a tension field between the need for schools to promote cohesion and the need to differentiate students based on their abilities. This tension field may induce frustration among retainees. Following the frustration-aggression hypothesis, frustration might lead retainees to scapegoat minorities and to have diminished levels of intergroup tolerance compared to regularly promoted peers. Furthermore, based on comparative …
It’s a hard-knock life for us
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association be…
People get ready
The role of education and social background in the changing political involvement of adolescents - a comparative approach
Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) - we investigate whether …
High school never ends. Normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture
Recent research has increasingly been studying the long-lasting effects of secondary education structures and processes on higher education (HE) outcomes. While the influence of socioeconomic composition on higher education enrolment is established, the underlying mechanisms remain unclear. We posit that the composition effect partially runs through the educational expectations of the students’ peers at school. By considering shared post-secondar…
Teachers’ efficacy, trust, and students’ features
Retained for life
Grade Retention
Having a low sense of belonging in secondary education is associated with feelings of social alienation, lower school performance, and dropping out early. Based on person-environment fit theory, we expect retained students to experience a misfit with their academic environment. This experience could intensify when there are fewer other retained students around. The contextual impact of grade retention on sense of belonging is assessed by cross-na…
“What’s High School Got to do With It?” Secondary School Composition, School-Wide Social Capital and Higher Education Enrollment
Unravelling socioeconomic school composition effects on higher education enrollment
Grade retention and academic self‐concept
Previous studies on the impact of grade retention on academic self‐concept suffer from inconclusive findings. There is no consensus if retention yields long‐term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self‐concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention resear…
Moving on, Switching Gear or Staying Put
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture
The influence of school mobility and dropout rates on non-mobile students’ school engagement
Transferring to another school or leaving the educational system altogether has considerable consequences not only for the student who makes the decision to leave, but also for the students who stay behind. This paper aims to investigate the effects of secondary schools’ mobility and dropout rates on the levels of school engagement in the persistent student population, drawing on peer effect research in engagement and dropout literature. Multilev…
Track choice, school engagement and feelings of perceived control at the transition from primary to secondary school
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non‐academic tracks display lowe…
Merging Top-Down and Bottom-Up Influences on Fitting in at School. The Role of Ethnic Congruence in Overall and Interethnic Friendship Formation
This study assesses whether ethnic congruence associates with students’ share of cross-group friendships and number of overall friendships. We investigate differences between natives, Western-European immigrants, and non-Western European immigrants. Multilevel analyses on 11,759 students across 83 Flemish secondary schools demonstrated that, for natives and Western-European immigrants, higher congruence linearly related to lower shares of cross-g…
Socioeconomic status, economic deprivation, and school misconduct
Unmet Goals of Tracking
Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students' clear track placement. In other wor…
Everyone has their own qualities’
Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships
We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school’s proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel analyses on data from 11,759 students in 83 Flemish secondary schools show that secondary school retention …
Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders
Social–ethnic school composition and disengagement
In many Western countries, increasing levels of immigration have raised concerns over the outcomes of social–ethnic segregation in schools. This study relates social–ethnic school composition to students' behavioral, emotional, and cognitive disengagement. While previous research mostly remains atheoretical, this current study investigates the applicability of the perceived control explanation, with the expectation that attending low socioeconomi…
Self-esteem of academic and vocational students
Research into the effects of ability grouping has usually been conducted within schools. In the British and North American context, where the bulk of this kind of research has been carried out, ability grouping commonly occurs within schools. In Flanders - the Dutch-speaking, northern part of Belgium - as in other European countries, there are not only tracks within schools, but schools themselves can be distinguished by the curriculum they offer…
School Belonging and School Misconduct
Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect
Ethnic school composition and peer victimization
Social–ethnic school composition and disengagement
In many Western countries, increasing levels of immigration have raised concerns over the outcomes of social–ethnic segregation in schools. This study relates social–ethnic school composition to students' behavioral, emotional, and cognitive disengagement. While previous research mostly remains atheoretical, this current study investigates the applicability of the perceived control explanation, with the expectation that attending low socioeconomi…
Social-Ethnic School Composition and School Misconduct
This article assesses whether social-ethnic composition influences students' school misconduct. Based on general strain theory, we expect to find that individual sense of futility acts as an intermediate mechanism. Starting from cultural deprivation and oppositional culture theory, however, we hypothesize that a shared school culture of futility acts as mediator. Multilevel analyses of data from the Flemish Educational Assessment, consisting of 1…
Unravelling gender composition effects on rule-breaking at school
Previous research on consequences of schools’ gender composition has mostly investigated students’ socio-emotional wellbeing and achievement, while students’ academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesize that boys atten…
Constrict in the School Context
Constrict theory states that, in the short run, ethnic diversity in any context lowers both the quantity and quality of interpersonal contacts. We test this theory in the school context, expecting that ethnic school diversity yields fewer and less qualitative friendships. Moreover, we investigate whether the associations hold when controlling for the school’s socioeconomic situation, and whether the relations between ethnic school diversity and t…
Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders
The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture
Track choice, school engagement and feelings of perceived control at the transition from primary to secondary school
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non‐academic tracks display lowe…
Everyone has their own qualities’
Curriculum tracking and teacher evaluations of individual students
Unravelling socioeconomic school composition effects on higher education enrollment
Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships
We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school’s proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel analyses on data from 11,759 students in 83 Flemish secondary schools show that secondary school retention …
Grade retention and academic self‐concept
Previous studies on the impact of grade retention on academic self‐concept suffer from inconclusive findings. There is no consensus if retention yields long‐term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self‐concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention resear…
The influence of school mobility and dropout rates on non-mobile students’ school engagement
Transferring to another school or leaving the educational system altogether has considerable consequences not only for the student who makes the decision to leave, but also for the students who stay behind. This paper aims to investigate the effects of secondary schools’ mobility and dropout rates on the levels of school engagement in the persistent student population, drawing on peer effect research in engagement and dropout literature. Multilev…
Unmet Goals of Tracking
Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students' clear track placement. In other wor…
It’s a hard-knock life for us
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association be…
Retained for life
Moving on, Switching Gear or Staying Put
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
Socioeconomic status, economic deprivation, and school misconduct
Ethnic school composition and peer victimization
Social-Ethnic School Composition and School Misconduct
This article assesses whether social-ethnic composition influences students' school misconduct. Based on general strain theory, we expect to find that individual sense of futility acts as an intermediate mechanism. Starting from cultural deprivation and oppositional culture theory, however, we hypothesize that a shared school culture of futility acts as mediator. Multilevel analyses of data from the Flemish Educational Assessment, consisting of 1…
Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect
School Belonging and School Misconduct
Self-esteem of academic and vocational students
Research into the effects of ability grouping has usually been conducted within schools. In the British and North American context, where the bulk of this kind of research has been carried out, ability grouping commonly occurs within schools. In Flanders - the Dutch-speaking, northern part of Belgium - as in other European countries, there are not only tracks within schools, but schools themselves can be distinguished by the curriculum they offer…
Constrict in the School Context
Constrict theory states that, in the short run, ethnic diversity in any context lowers both the quantity and quality of interpersonal contacts. We test this theory in the school context, expecting that ethnic school diversity yields fewer and less qualitative friendships. Moreover, we investigate whether the associations hold when controlling for the school’s socioeconomic situation, and whether the relations between ethnic school diversity and t…
Curriculum tracking and teacher evaluations of individual students
Unravelling gender composition effects on rule-breaking at school
Previous research on consequences of schools’ gender composition has mostly investigated students’ socio-emotional wellbeing and achievement, while students’ academic attitudes and behavioural outcomes – including school deviancy – have been studied less. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesize that boys atten…
Social–ethnic school composition and disengagement
In many Western countries, increasing levels of immigration have raised concerns over the outcomes of social–ethnic segregation in schools. This study relates social–ethnic school composition to students' behavioral, emotional, and cognitive disengagement. While previous research mostly remains atheoretical, this current study investigates the applicability of the perceived control explanation, with the expectation that attending low socioeconomi…
Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders
Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships
We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school’s proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel analyses on data from 11,759 students in 83 Flemish secondary schools show that secondary school retention …
Everyone has their own qualities’
Socioeconomic status, economic deprivation, and school misconduct
Unmet Goals of Tracking
Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students' clear track placement. In other wor…
The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture
The influence of school mobility and dropout rates on non-mobile students’ school engagement
Transferring to another school or leaving the educational system altogether has considerable consequences not only for the student who makes the decision to leave, but also for the students who stay behind. This paper aims to investigate the effects of secondary schools’ mobility and dropout rates on the levels of school engagement in the persistent student population, drawing on peer effect research in engagement and dropout literature. Multilev…
Track choice, school engagement and feelings of perceived control at the transition from primary to secondary school
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non‐academic tracks display lowe…
Merging Top-Down and Bottom-Up Influences on Fitting in at School. The Role of Ethnic Congruence in Overall and Interethnic Friendship Formation
This study assesses whether ethnic congruence associates with students’ share of cross-group friendships and number of overall friendships. We investigate differences between natives, Western-European immigrants, and non-Western European immigrants. Multilevel analyses on 11,759 students across 83 Flemish secondary schools demonstrated that, for natives and Western-European immigrants, higher congruence linearly related to lower shares of cross-g…
“What’s High School Got to do With It?” Secondary School Composition, School-Wide Social Capital and Higher Education Enrollment
Unravelling socioeconomic school composition effects on higher education enrollment
Grade retention and academic self‐concept
Previous studies on the impact of grade retention on academic self‐concept suffer from inconclusive findings. There is no consensus if retention yields long‐term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self‐concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention resear…
Moving on, Switching Gear or Staying Put
It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on desti…
Grade Retention
Having a low sense of belonging in secondary education is associated with feelings of social alienation, lower school performance, and dropping out early. Based on person-environment fit theory, we expect retained students to experience a misfit with their academic environment. This experience could intensify when there are fewer other retained students around. The contextual impact of grade retention on sense of belonging is assessed by cross-na…
High school never ends. Normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture
Recent research has increasingly been studying the long-lasting effects of secondary education structures and processes on higher education (HE) outcomes. While the influence of socioeconomic composition on higher education enrolment is established, the underlying mechanisms remain unclear. We posit that the composition effect partially runs through the educational expectations of the students’ peers at school. By considering shared post-secondar…
Teachers’ efficacy, trust, and students’ features
Psychology (32 obras) · Social Psychology (23 obras) · Early Childhood Education and Development (19 obras) · School Choice and Performance (18 obras) · Mathematics education (17 obras) · Sociology (17 obras) · Political science (15 obras) · Social Psychology (15 obras) · Flemish (14 obras) · Developmental psychology (13 obras)