Effects of student participation in decision making at school. A systematic review and synthesis of empirical research

Mager, Ursula; Nowak, Peter

doi:10.1016/j.edurev.2011.11.001

Cited by 297Children's Rights and ParticipationYouth Development and Social SupportHigher Education Practises and Engagement

Effects of student participation in decision making at school. A systematic review and synthesis of empirical research

Mager, Ursula, Nowak, Peter·2012·Educational Research Review

DOI 10.1016/j.edurev.2011.11.001

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Mager and Nowalk (2012) identified 15 studies that found positive effects of participation on academic outcomes, such as improved examination results, better academic performance or higher grades, greater student progress, and better goal attainment or student learning.
“In their literature review of student participation in school and classroom decision-making, Mager and Nowalk (2012) identified 15 studies that found positive effects of participation on academic outcomes, such as “improved examination results, better academic performance or higher grades, greater student progress, and better goal attainment or student learning” (p. 44);”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Mager and Nowalk (2012)
Mager and Nowalk (2012) conclude that too little methodologically strong research has been conducted and that low levels of evidence of better student academic achievement through participation highlight a need for more high-quality research.
“however, the authors conclude that “too little methodologically strong research has been conducted” (p. 50), and the “low levels of evidence of better student academic achievement through participation in councils or in class decision-making” (p. 49) highlight a need for more high-quality research in this area.”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Mager and Nowalk (2012)

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Authors: Mager, U., & Nowak, P.
Affiliations: Ludwig Boltzmann Institut Health Promotion Research (AT)
ORCID: Nowak, Peter
Venue: Educational Research Review
Publisher: Elsevier BV
Published: 2012-01
Volume: 7
Issue: 1
Pages: 38-61
ISSN: 1747-938X (ISSN-L)
DOI: 10.1016/j.edurev.2011.11.001
OpenAlex: W2029182641
Cited by: 297
References: 87
Citations by year: 2026: 34 · 2025: 28 · 2024: 37 · 2023: 29 · 2022: 27 · 2021: 23 · 2020: 20 · 2019: 21 · 2018: 19 · 2017: 6 · 2016: 26 · 2015: 11 · 2014: 12 · 2013: 3 · 2012: 1
FWCI: 2.31
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Educational Research Review (publishedVersion)
Topics: Social Sciences › Sociology and Political Science › Children's Rights and Participation
Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Education › Higher Education Practises and Engagement
Keywords: student participation, school decision-making, student voice, democratic skills, citizenship education, self-esteem, life skills, student-adult relationships, school ethos, academic performance, peer relationships

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