dc.contributor
Universitat Politècnica de Catalunya. Institut de Ciències de l'Educació
dc.contributor
Universitat Politècnica de Catalunya. EduSTEAM - STEAM University Learning Research Group
dc.contributor.author
Valls, Ona
dc.contributor.author
Sánchez Gelabert, Albert
dc.contributor.author
Merino Pareja, Rafael
dc.date.accessioned
2026-04-19T01:31:53Z
dc.date.available
2026-04-19T01:31:53Z
dc.date.issued
2026-04-13
dc.identifier
Valls, O.; Sánchez-Gelabert, A.; Merino, R. Youth transition to upper tracked secondary school in Barcelona: a longitudinal analysis of behavioural engagement and achievement. «Journal of applied youth studies», 13 Abril 2026,
dc.identifier
https://www.researchgate.net/publication/403765761_Youth_Transition_to_Upper_Tracked_Secondary_School_in_Barcelona_a_Longitudinal_Analysis_of_Behavioural_Engagement_and_Achievement
dc.identifier
https://hdl.handle.net/2117/460706
dc.identifier
10.1007/s43151-025-00193-y
dc.identifier.uri
https://hdl.handle.net/2117/460706
dc.description.abstract
23 p.
dc.description.abstract
School tracking may influence school engagement and academic results, however, few studies have compared the evolution of engagement and achievement across different educational contexts. This study examines the relationship between academic achievement and behavioural school engagement during the transition to either the academic track or vocational track after compulsory education. Using a two-wave panel dataset of pupils from Barcelona (N=2056), we conducted a cross-lagged analysis to explore the interactions over time between self-reported marks and behavioural engagement. The findings indicate that tracking does not polarise pupils or foster anti-school attitudes and behaviours among those entering technical and vocational tracks. Notably, the results reveal an increase in both achievement and behavioural engagement, particularly among vocational track pupils. These findings contribute to the debate on the academic demands of post-compulsory education and the educational practices that encourage young people to remain in education beyond compulsory schooling.
dc.description.abstract
Acknowledgements: This work was supported by the Ministry of Education, Sports and Culture of Spain [project reference: CSO2016-79945-P] and the Secretariat of Universities and Research of the Ministry of Business and Knowledge of the Government of Catalonia. Funding: Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Ministerio de Educación,Cultura y Deporte,CSO2016-79945-P,Departament d’Empresa i Coneixement,Generalitat de Catalunya
dc.description.abstract
Peer Reviewed
dc.description.abstract
Postprint (published version)
dc.format
application/pdf
dc.format
application/pdf
dc.relation
https://link.springer.com/article/10.1007/s43151-025-00193-y
dc.rights
http://creativecommons.org/licenses/by/4.0/
dc.rights
Attribution 4.0 International
dc.subject
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Política educativa
dc.subject
Academic achievement
dc.subject
Educational tracks
dc.subject
Educational transition
dc.subject
Longitudinal analysis
dc.subject
Cross-lagged panel analysis
dc.title
Youth transition to upper tracked secondary school in Barcelona: a longitudinal analysis of behavioural engagement and achievement
