The Role of Boarding School in the Academic and Nonacademic Outcomes of High School Students

• In Event: Poster Session 1
  In Poster Session: Teaching and Learning Environments and Factors

Abstract

Based on data from 5,198 high school students, structural equation modeling demonstrated that after controlling for socio-demographic, ability, personality and school factors, there were no significant differences between day and boarding students on 16 of 19 academic and non-academic outcomes. Regarding significant effects, attending boarding school was a significant positive predictor of students’ sense of meaning and purpose in life and also their relationship with parents; however, boarding school students were also higher on impeding motivation (e.g., anxiety). Taken together, data suggests that attending boarding school generally appears to provide boarders the same level of access and opportunities to academic and non-academic success as their day school counterparts, but that there are some factors on which the two groups are distinct.

Authors

• Brad Papworth, The University of Sydney

• Andrew J. Martin, The University of Sydney

• Paul W. Ginns, The University of Sydney

• Arief Darmanegara Liem, National Institute of Education - Nanyang Technological University

• Timothy Hawkes, The King's School - Australia