Journal article

Publication year: 2007

Pages: 43-47

Journal: German Journal of Developmental and Educational Psychology

Volume number: 39

Issue number: 1

ISSN: 0049-8637

DOI Link: https://doi.org/10.1026/0049-8637.39.1.43

Publisher: Hogrefe

Abstract: 
In a longitudinal study with 251 elementary school children, we investigated how school uniforms relate to students' approaches to learning. The sample consisted of 155 students from a school with a voluntary uniform policy and 96 students from a school without a uniform policy. Students were administered a questionnaire eight months before and six months after school uniforms were implemented. No difference was observed between the schools regarding students' approaches to learning at Time I (before implementing uniforms). At Time 2 (after uniforms had been implemented) students from the school without a uniform policy reported a higher enjoyment to learn when compared to those from the school with a voluntary uniform policy. No differences were observed for ratings of classroom climate, social integration, and willingness to strive. Further, students from the school with voluntary uniform policy who chose to wear uniforms were compared with students of the same school who chose not to wear uniforms. Girls chose to wear uniforms more often than boys, and German children more often than non-German children. Regarding students' approaches to learning, no differences were observed between students who chose and students who did not chose to wear uniforms.

Harvard Citation style: Spoerer, N. and Brunstein, J. (2007) Do school uniforms change elementary school students' approaches to learning and classroom climate?: Results of a longitudinal study, German Journal of Developmental and Educational Psychology, 39(1), pp. 43-47. https://doi.org/10.1026/0049-8637.39.1.43

APA Citation style: Spoerer, N., & Brunstein, J. (2007). Do school uniforms change elementary school students' approaches to learning and classroom climate?: Results of a longitudinal study. German Journal of Developmental and Educational Psychology. 39(1), 43-47. https://doi.org/10.1026/0049-8637.39.1.43