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Does private education make nicer people? The influence of school type on social–emotional development

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Does private education make nicer people? The influence of school type on social–emotional development. / von Stumm, Sophie; Plomin, Robert.

In: British journal of psychology, 24.06.2020.

Research output: Contribution to journalArticlepeer-review

Harvard

von Stumm, S & Plomin, R 2020, 'Does private education make nicer people? The influence of school type on social–emotional development', British journal of psychology. https://doi.org/10.1111/bjop.12462

APA

von Stumm, S., & Plomin, R. (2020). Does private education make nicer people? The influence of school type on social–emotional development. British journal of psychology. https://doi.org/10.1111/bjop.12462

Vancouver

von Stumm S, Plomin R. Does private education make nicer people? The influence of school type on social–emotional development. British journal of psychology. 2020 Jun 24. https://doi.org/10.1111/bjop.12462

Author

von Stumm, Sophie ; Plomin, Robert. / Does private education make nicer people? The influence of school type on social–emotional development. In: British journal of psychology. 2020.

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@article{78ed27c15c9049c2b1bf30d8061b6b8d,
title = "Does private education make nicer people? The influence of school type on social–emotional development",
abstract = "In a longitudinal sample from Britain, we tested if attending private, fee-charging schools rather than non-selective state schools benefitted children{\textquoteright}s social–emotional development. State (N = 2,413) and private school children (N = 269) showed no differences in well-being across adolescence, but private school children reported fewer behaviour problems and greater peer victimisation over time than state schoolers. These results were independent of schools{\textquoteright} selection criteria, including family background, and prior academic and cognitive performance. At age 21, private and state school students differed marginally in social–emotional behaviours, such as self-control, volunteering, sexual conduct, and substance use. After considering schools{\textquoteright} selection criteria, only risk taking and age at having the first alcoholic drink differed between private and state school children, with the privately educated ones being less risk averse and drinking at younger ages than those attending state school. Our results suggest that private education adds little positive value to children{\textquoteright}s social–emotional development.",
keywords = "behaviour problems, emotional development, longitudinal, school types, social, well-being",
author = "{von Stumm}, Sophie and Robert Plomin",
note = "{\textcopyright} 2020 The Authors",
year = "2020",
month = jun,
day = "24",
doi = "10.1111/bjop.12462",
language = "English",
journal = "British journal of psychology",
issn = "0007-1269",
publisher = "Wiley-Blackwell",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Does private education make nicer people? The influence of school type on social–emotional development

AU - von Stumm, Sophie

AU - Plomin, Robert

N1 - © 2020 The Authors

PY - 2020/6/24

Y1 - 2020/6/24

N2 - In a longitudinal sample from Britain, we tested if attending private, fee-charging schools rather than non-selective state schools benefitted children’s social–emotional development. State (N = 2,413) and private school children (N = 269) showed no differences in well-being across adolescence, but private school children reported fewer behaviour problems and greater peer victimisation over time than state schoolers. These results were independent of schools’ selection criteria, including family background, and prior academic and cognitive performance. At age 21, private and state school students differed marginally in social–emotional behaviours, such as self-control, volunteering, sexual conduct, and substance use. After considering schools’ selection criteria, only risk taking and age at having the first alcoholic drink differed between private and state school children, with the privately educated ones being less risk averse and drinking at younger ages than those attending state school. Our results suggest that private education adds little positive value to children’s social–emotional development.

AB - In a longitudinal sample from Britain, we tested if attending private, fee-charging schools rather than non-selective state schools benefitted children’s social–emotional development. State (N = 2,413) and private school children (N = 269) showed no differences in well-being across adolescence, but private school children reported fewer behaviour problems and greater peer victimisation over time than state schoolers. These results were independent of schools’ selection criteria, including family background, and prior academic and cognitive performance. At age 21, private and state school students differed marginally in social–emotional behaviours, such as self-control, volunteering, sexual conduct, and substance use. After considering schools’ selection criteria, only risk taking and age at having the first alcoholic drink differed between private and state school children, with the privately educated ones being less risk averse and drinking at younger ages than those attending state school. Our results suggest that private education adds little positive value to children’s social–emotional development.

KW - behaviour problems

KW - emotional development

KW - longitudinal

KW - school types

KW - social

KW - well-being

UR - http://www.scopus.com/inward/record.url?scp=85087154635&partnerID=8YFLogxK

U2 - 10.1111/bjop.12462

DO - 10.1111/bjop.12462

M3 - Article

AN - SCOPUS:85087154635

JO - British journal of psychology

JF - British journal of psychology

SN - 0007-1269

ER -