What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles.

学生对学校的看法对学习和学业成绩有重大影响。学校疏离的多领域概念将疏远与学习，教师与同学区分开。我们旨在研究a）中学生之间的疏离模式，b）7年级到9年级的学校疏离状况如何变化，以及中学生如何在不同状况之间过渡，以及c）教学风格在学校疏离状况之间过渡的作用。我们利用来自卢森堡和瑞士的中学生的面板数据。潜在特征/潜在过渡分析的结果显示出不同的学校异化特征，国家差异以及对以学生为导向，支持性教学风格可能阻止学生过渡到更高异化特征的观点的支持。