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(Schlagwörter: "Schuljahr 07")

Who aspires to higher education? Axes of inequality, values of education and higher education […] Hadjar, Andreas; Scharf, Jan; Hascher, Tina Journal Article | In: European Journal of Education | 2021 41016 Endnote: Author(s): Hadjar, Andreas; Scharf, Jan; Hascher, Tina
Title: Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
In: European Journal of Education, 56 (2021) 1, S. 9-26
DOI: 10.1111/ejed.12435
URL: https://onlinelibrary.wiley.com/doi/10.1111/ejed.12435
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Bildungsaspiration; Hochschulbildung; Schüler; Sekundarstufe I; Soziale Ungleichheit; Sozioökonomische Lage; Bildungssystem; Bildungsverhalten; Wertschätzung; Schuljahr 07; Schuljahr 08; Schuljahr 09; Schulform; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Befragung; Panel; Internationaler Vergleich; Bern <Kanton>; Schweiz; Luxemburg
Abstract: This article reports a study that investigated secondary school students' higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio-economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Content-specificity of teachers' judgment accuracy regarding students' academic achievement Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina Journal Article | In: Teaching and Teacher Education | 2021 41044 Endnote: Author(s): Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Title: Content-specificity of teachers' judgment accuracy regarding students' academic achievement
In: Teaching and Teacher Education, 100 (2021) , S. 103298
DOI: 10.1016/j.tate.2021.103298
URN: urn:nbn:de:0111-pedocs-238937
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238937
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schülerleistung; Lehrer; Bewertung; Genauigkeit; Konsistenz <Psy>; Unterrichtsfach; Bildungsinhalt; Mathematik; Deutsch; Test; Mehrebenenanalyse; Multivariate Analyse; Modell; Sekundarstufe I; Schuljahr 07; Empirische Untersuchung; Zürich; Kanton; Schweiz
Abstract: Teachers' accuracy in judging students' achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian multivariate multilevel modelling approach. Results indicate that latent accuracy measures across content domains indeed are substantially correlated within both investigated subjects, but may still be considered to represent different dimensions. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Soziale Ungleichheit bei den Übergängen ins Studium und in die Promotion. Eine kumulative […] Bachsleitner, Anna; Neumann, Marko; Becker, Michael; Maaz, Kai Journal Article | In: Soziale Welt | 2020 40648 Endnote: Author(s): Bachsleitner, Anna; Neumann, Marko; Becker, Michael; Maaz, Kai
Title: Soziale Ungleichheit bei den Übergängen ins Studium und in die Promotion. Eine kumulative Betrachtung von sozialen Herkunftseffekten im nachschulischen Bildungsverlauf
In: Soziale Welt, 71 (2020) 3, S. 308-340
DOI: 10.5771/0038-6073-2020-3-308
URL: https://www.nomos-elibrary.de/10.5771/0038-6073-2020-3-308/soziale-ungleichheit-bei-den-uebergaengen-ins-studium-und-in-die-promotion-eine-kumulative-betrachtung-von-sozialen-herkunftseffekten-im-nachschulischen-bildungsverlauf-jahrgang-71-2020-heft-3?page=1
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Hochschulzulassung; Studienanfänger; Befragung; Regressionsanalyse; Längsschnittuntersuchung; Sachsen-Anhalt; Berlin; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Soziale Herkunft; Soziale Ungleichheit; Wirkung; Übergang; Studium; Promotionsstudium; Forschungsstand; Hochschulabsolvent; Promotion; Eltern; Bildungsniveau; Einflussfaktor; Bildungsbiografie; Schuljahr 07; Gymnasiale Oberstufe; Schülerleistung; Leistungstest
Abstract: Übergänge im Bildungssystem sind zentral für die Entstehung von sozialer Ungleichheit. Die bestehende Befundlage verweist dabei auf abnehmende Herkunftseffekte vom Übergang ins Gymnasium zum Übergang ins Studium sowie auf eine abnehmende Bedeutung primärer Herkunftseffekte (leistungsbezogener Herkunftseffekte) an den beiden Übergangsschwellen. Die vorliegende Studie untersucht daher auf Grundlage der Längsschnittstudie BIJU, wie sich soziale Herkunftseffekte im nachschulischen Bildungsverlauf vom Übergang ins Studium zum Übergang in die Promotion entwickeln und welchen Anteil primäre Herkunftseffekte an den Übergangsschwellen ins Studium und in die Promotion ausmachen. Mit Hilfe einer Effektdekomposition wird der Erklärungsanteil herkunftsspezifischer Leistungsunterschiede (Schul- und Studienabschlussnoten sowie Testleistungen) ermittelt. Um die kumulierten Herkunftseffekte im nachschulischen Bildungsverlauf zu betrachten, werden die Analysen zum Promotionsübergang neben der selektiven Stichprobe der Hochschulabsolventinnen und -absolventen auch auf die Ausgangsstichprobe der Hochschulzugangsberechtigen bezogen. Die Ergebnisse zeigen, dass an beiden Übergängen Effekte der Bildungsherkunft bestehen und diese vom Übergang ins Studium zum Übergang in die Promotion abnehmen, wobei der Ungleichheitseffekt insgesamt sich kumuliert. Die Bedeutung von herkunftsspezifischen Leistungsunterschieden nimmt relativ gesehen über beide Übergänge zu, absolut gesehen jedoch ab. (DIPF/Orig.)
Abstract (english): Transitions in the educational system are highly important for the emergence of social inequality. Research points at a decrease in social background effects from the transition to secondary education to the transition to tertiary studies as well as to a decrease in the relevance of primary effects (performance-based social background effects) across the two transitions. Based on the longitudinal study BIJU, this study examines the development of the effect of educational background over post-school educational pathways focusing on the transition to tertiary as well as to doctoral studies and investigates which proportion of the social background effect can be traced back to primary effects. By conducting an effect decomposition, the proportion of the social background effect traceable to performance differences is calculated. To analyse the cumulative effect of social background in higher education, the analysis for the transition to doctoral studies was performed using the whole sample of persons with a higher education entrance qualification next to only using the selective sample of graduates with a tertiary degree. The results indicate that an effect of educational background exists at both transition points. This effect is decreasing across the two transitions, however, the inequality is cumulative overall. The relevance of performance differences increases in a relative perspective, however, decreases in an absolute perspective. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle […] Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; […] Journal Article | In: Journal of Educational Psychology | 2019 38961 Endnote: Author(s): Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Arens, A. Katrin
Title: The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies
In: Journal of Educational Psychology, 111 (2019) 2, S. 331-353
DOI: 10.1037/edu0000281
URN: urn:nbn:de:0111-pedocs-181258
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181258
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstkonzept; Selbstwirksamkeit; Unterschied; Theorie; Forschung; Überzeugung; Messung; Vergleich; Mathematikunterricht; Schülerleistung; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Test; Befragung; Korrelation; Hypothese; Sekundäranalyse; Strukturgleichungsmodell; Empirische Untersuchung; Bayern; Deutschland
Abstract: This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Applying social production function theory to benefits of schooling. The concept of values of […] Scharf, Jan; Hadjar, Andreas; Grecu, Alyssa Journal Article | In: British Journal of Sociology of Education | 2019 39496 Endnote: Author(s): Scharf, Jan; Hadjar, Andreas; Grecu, Alyssa
Title: Applying social production function theory to benefits of schooling. The concept of values of education
In: British Journal of Sociology of Education, 40 (2019) 7, S. 847-867
DOI: 10.1080/01425692.2019.1604207
URN: urn:nbn:de:0111-pedocs-236317
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236317
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bildung; Ungleichheit; Bildungsertrag; Gewinn; Wertigkeit; Theorie; Konzept; Messinstrument; Datenanalyse; Schüler; Schuljahr 07; Schuljahr 08; Schweiz; Luxemburg
Abstract: Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer […] Tetzner, Julia; Becker, Michael Journal Article | In: Journal of Personality | 2019 39305 Endnote: Author(s): Tetzner, Julia; Becker, Michael
Title: Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer characteristics on optimism in early adolescents
In: Journal of Personality, 87 (2019) 3, S. 661-675
DOI: 10.1111/jopy.12424
URN: urn:nbn:de:0111-dipfdocs-190638
URL: http://www.dipfdocs.de/volltexte/2021/19063/pdf/JP_2019_3_Tetzner_Becker_Why_are_you_so_optimistic_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch; Deutsch
Keywords: Emotionaler Zustand; Freude; Jugendlicher; Schüler; Schuljahr 07; Sozioökonomische Lage; Eltern; Einflussfaktor; Peergroup; Schüler-Schüler-Beziehung; Akzeptanz; Persönlichkeitsmerkmal; Wohlbefinden; Einstellung <Psy>; Verhalten; Lernerfolg; Kognitive Kompetenz; Leistungstest; Längsschnittuntersuchung; Deutschland
Abstract (english): Objective: Although a growing body of research has confirmed the manifold advantages of being an optimist, only a limited body of previous research has addressed the antecedents of optimism in real‐life situations. This study examined whether parental socioeconomic status (SES), age‐salient experiences (i.e., doing well in school and perceiving acceptance from peers), and aspects of the student composition at school contribute to changes in the optimism of early adolescents. Method: We followed a large sample of German seventh graders (N = 7,272; 2.9% females; baseline Mage = 14.1) at two measurement points over a period of 5 months and estimated latent regression models. Results: First, optimism showed medium‐sized rank‐order stability between both measurement points. Second, parental SES predicted changes in optimism, but this effect was fully mediated by age‐salient experiences. Third, positive age‐salient experiences (i.e., academic achievement and perceived peer acceptance) predicted positive changes in early adolescents' optimism. Fourth, our results suggested no effects of school peer composition. Conclusions: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age‐salient experiences, namely, academic achievement and perceived acceptance from peers. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Schulformwechsel im zweigliedrigen Schulsystem. Determinanten für das Nichtbestehen des Probejahres […] Albrecht, Ricarda; Neumann, Marko; Jansen, Malte; Becker, Michael; Maaz, Kai; Baumert, Jürgen Journal Article | In: Zeitschrift für Erziehungswissenschaft | 2018 38504 Endnote: Author(s): Albrecht, Ricarda; Neumann, Marko; Jansen, Malte; Becker, Michael; Maaz, Kai; Baumert, Jürgen
Title: Schulformwechsel im zweigliedrigen Schulsystem. Determinanten für das Nichtbestehen des Probejahres am Gymnasium in Berlin
In: Zeitschrift für Erziehungswissenschaft, 21 (2018) 4, S. 839-865
DOI: 10.1007/s11618-018-0810-6
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Längsschnittuntersuchung; Empirische Untersuchung; Berlin; Deutschland; Schulform; Schulwechsel; Gymnasium; Integrierte Sekundarschule; Probezeit; Schuljahr 07; Schülerauslese; Prognose; Schulnoten; Schülerleistung; Grundschule; Leistungstest; Soziale Herkunft; Migrationshintergrund; Multivariate Analyse; Regressionsanalyse
Abstract: Der Fokus des Beitrags liegt auf dem Wechsel vom Gymnasium auf eine Integrierte Sekundarschule (ISS) nach der 7. Klasse (Probejahr) in Berlin. Es wurde untersucht, welche leistungsbezogenen, schulbiografischen und familiären Hintergrundmerkmale prädiktiv für das Nichtbestehen des Probejahres sind. Von Interesse war dabei insbesondere, ob beim Schulformwechsel als nachträglicher Selektion auch nach Berücksichtigung von Leistungsmerkmalen sekundäre Herkunftseffekte wirken. Die Untersuchung basiert auf Daten einer Studie, innerhalb der die Schulformwechslerpopulation (N = 754) eines Jahrganges betrachtet und den nicht gewechselten Gymnasiasten (N = 1470) gegenübergestellt wurde. Zur Vorhersage des Schulformwechsels wurden multivariate logistische Regressionsanalysen durchgeführt. Die Analysen ergaben signifikante Unterschiede zwischen beiden Gruppen in allen untersuchten Merkmalen. Die Vorhersage des Schulformwechsels zeigte, dass insbesondere leistungsbezogene Indikatoren prädiktiv waren. Nach Kontrolle der Leistungsmerkmale der 7. Klasse waren keine statistisch signifikanten Effekte der übrigen Prädiktoren und somit auch keine sekundären Effekte der sozialen Herkunft nachweisbar. (DIPF/Orig.)
Abstract (english): This study focuses on students who change from the academic to the non-academic school track after grade 7 (probationary year) in Berlin. We examined which individual student characteristics (e. g., performance, school biography, family background) predict school change after the probationary year. We were particularly interested as to whether there are secondary effects of social background, after controlling for differences in performance. Our analyses were based on data from a study which included a whole cohort of school track changers (N = 754) who were compared with students that remained at the academic track (N = 1470). In order to predict the change of school type, multivariate logistic regression analyses were performed. Results revealed significant differences between both groups regarding all observed characteristics. Performance-related characteristics were the best predictors of track change. After controlling for these characteristics, no further significant effects for other predictors were observable (i. e., no secondary effects of social background were present). (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

The internal/external frame of reference (I/E) model. Extension to five school subjects and […] Arens, A. Katrin; Becker, Michael; Möller, Jens Journal Article | In: Learning and Individual Differences | 2018 38539 Endnote: Author(s): Arens, A. Katrin; Becker, Michael; Möller, Jens
Title: The internal/external frame of reference (I/E) model. Extension to five school subjects and invariance across German secondary school ability tracks
In: Learning and Individual Differences, 67 (2018) , S. 143-155
DOI: 10.1016/j.lindif.2018.07.005
URN: urn:nbn:de:0111-pedocs-167944
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-167944
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Längsschnittuntersuchung; Nordrhein-Westfalen; Schüler; Sekundarbereich; Schulform; Selbstkonzept; Deutschunterricht; Mathematikunterricht; Biologieunterricht; Physikunterricht; Englischunterricht; Vergleich; Schülerleistung; Peergroup; Bildungsgang; Gymnasium; Realschule; Hauptschule; Schuljahr 07; Modell; Validität
Abstract: The internal/external frame of reference (I/E) model assumes the interplay of social and dimensional comparisons in the formation of domain-specific academic self-concepts. The present study tests the generalizability of the I/E model assumptions across students from different ability tracks. While the findings from previous studies implied the similar use of social comparisons with students from different ability tracks, evidence has been missing so far whether students from different ability tracks apply dimensional comparisons to the same extent. Students from lower ability tracks are said to be confronted with negative stereotypes and felt deprivation which might enforce or weaken the use of dimensional comparisons. For the analyses, students from the academic track (N = 702) and the vocational track (N = 528) of German secondary schools were included as these two groups represent two extreme groups of ability tracks which might thus maximize the power of detecting differences in the use of social and dimensional comparisons. Both the original I/E model only including math and verbal achievement and self-concepts measures and an I/E model extended to five school subjects (math, German, English, physics, and biology) were examined. The results indicated invariance across school tracks for both the original I/E model and the extended I/E model when controlling for students' gender, socioeconomic status, and cognitive ability. (DIPF/Orig.)
Abstract (english): The internal/external frame of reference (I/E) model assumes the interplay of social and dimensional comparisons in the formation of domain-specific academic self-concepts. The present study tests the generalizability of the I/E model assumptions across students from different ability tracks. While the findings from previous studies implied the similar use of social comparisons with students from different ability tracks, evidence has been missing so far whether students from different ability tracks apply dimensional comparisons to the same extent. Students from lower ability tracks are said to be confronted with negative stereotypes and felt deprivation which might enforce or weaken the use of dimensional comparisons. For the analyses, students from the academic track (N = 702) and the vocational track (N = 528) of German secondary schools were included as these two groups represent two extreme groups of ability tracks which might thus maximize the power of detecting differences in the use of social and dimensional comparisons. Both the original I/E model only including math and verbal achievement and self-concepts measures and an I/E model extended to five school subjects (math, German, English, physics, and biology) were examined. The results indicated invariance across school tracks for both the original I/E model and the extended I/E model when controlling for students' gender, socioeconomic status, and cognitive ability.
DIPF-Departments: Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens

Longitudinal big-fish-little-pond effects on academic self-concept development during the […] Becker, Michael; Neumann, Marko Journal Article | In: Journal of Educational Psychology | 2018 38531 Endnote: Author(s): Becker, Michael; Neumann, Marko
Title: Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling
In: Journal of Educational Psychology, 110 (2018) 6, S. 882-897
DOI: 10.1037/edu0000233
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Leistungssteigerung; Längsschnittuntersuchung; Berlin; Deutschland; Selbstkonzept; Schüler; Einflussfaktor; Übergang; Sekundarstufe I; Gymnasium; Integrierte Sekundarschule; Förderschule; Schuljahr 06; Schuljahr 07; Schuljahr 09; Mathematikunterricht; Englischunterricht; Deutschunterricht; Leseverstehen; Schülerleistung; Wirkung
Abstract (english): Research has shown that academic self-concepts (ASCs) are subject to contextual influences, in particular to the big-fish-little-pond effect (BFLPE). The BFLPE refers to the phenomenon whereby able students report more negative ASC when exposed to learning environments with relatively higher-achieving students. Although the BFLPE has been identified across various educational settings, there is surprisingly little research on its persistence across contexts. The present study fills this gap and explores the lasting consequences of the BFLPE for ASC development after the transition from one educational context to another. It draws on a longitudinal study of N = 1,617 students from Grades 6 to 9, which followed students across the transition from elementary to secondary school. We found indications of cross-sectional BFLPEs in both elementary and secondary schools for all 3 of the ASC dimensions we investigated (general academic, German language arts, and mathematics). Yet, after students had transitioned into secondary schools, the effects of the elementary school context persisted to a certain extent, but this varied by self-concept domain: for general ASC (GASC), some elementary school effects remained during secondary schooling, alongside the new effect of the secondary school context. For German language arts and mathematics self-concepts, the BFLPE from elementary school faded after students transitioned from elementary school. BFLPEs varied by secondary school track for synchronous, cross-sectional effects but not for longitudinal elementary school effects. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs […] Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai Journal Article | In: Zeitschrift für Erziehungswissenschaft | 2018 37857 Endnote: Author(s): Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai
Title: Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs und das Wohlbefinden von Kindern auf der weiterführenden Schule
In: Zeitschrift für Erziehungswissenschaft, 21 (2018) 3, S. 487-510
DOI: 10.1007/s11618-017-0782-y
URN: urn:nbn:de:0111-pedocs-170411
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170411
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Grundschule; Weiterführende Schule; Übergang; Schuljahr 06; Schuljahr 07; Schüler; Erfahrung; Belastung; Wohlbefinden; Einflussfaktor; Eltern; Familie; Unterstützung; Befragung; Strukturgleichungsmodell; Empirische Untersuchung; Berlin
Abstract: Während die Bedeutung der Eltern im Rahmen des Übergangs hinsichtlich sozialer Disparitäten wiederholt Gegenstand empirischer Studien war, ist die Rolle der Eltern für das psychische Erleben ihrer Kinder angesichts dieses kritischen Lebensereignisses weniger gut erforscht. Ausgehend von einem kognitivtransaktionalen Stressbegriff sowie empirischer Befunde zur Rolle sozialer Unterstützung im Umgang mit potentiellen Belastungen untersucht die vorliegende Arbeit den Einfluss elterlicher Struktur- und Prozessmerkmale auf die Antizipation des Übergangs und auf das Wohlbefinden auf der weiterführenden Schule. Auf der Basis einer zu zwei Messzeitpunkten (Klasse 6 vor dem Übergang, Klasse 7 nach dem Übergang) befragten Stichprobe von Berliner Schülerinnen und Schülern sowie deren Eltern werden Strukturgleichungsmodelle zur Vorhersage der übergangsbezogenen Antizipation und des Wohlbefindens nach dem Übergang berechnet. Es zeigt sich ein bedeutsamer Einfluss der elterlichen Merkmale auf die Antizipationen und das Wohlbefinden. Dabei erweisen sich die Prozessmerkmale, die sich auf die Eltern-Kind-Interaktionen beziehen, als wichtiger als Strukturmerkmale des elterlichen Hintergrundes. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens