Relations between students' learning conceptions and educational flow patterns in the first two years of secondary education

Students' individual ideas and thoughts about learning are referred to as learning conceptions. The present study investigated whether learning conceptions have a relationship with the educational flow patterns of students during their first two years in secondary education. This research involves a longitudinal sample consisting of 508 pupils. In the last year of primary education and the first year of secondary school students' learning conceptions were measured. At the end of the second year in secondary education, the educational level of the same students compared with their start level was mapped. Based on logistic regression models, the study shows that development orientation and negative attribution have an independent relationship on students' educational flow patterns. Also gender and school level play a significant role in the flow of students during the first two years of secondary education.