坚持还是不坚持?研究义务教育后教育中父母教育、自我调节、学校参与和坚持之间的关系

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello
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引用次数: 0

摘要

关于青少年学生选择坚持义务教育后教育的纵向研究很少。因此,本研究引入了一个纵向模型,描述了英国青少年选择坚持义务教育后学习的社会学和心理学解释之间的相互作用。研究利用了有关父母教育、幼儿期自我调节(5 岁)、持续参与学校活动(7、11、14 岁)以及义务教育结束后(17 岁)坚持接受教育的数据。样本包括 "千年队列研究 "中的 8333 名儿童(51.1% 为女性,89.5% 为白人)。统计分析包括状态-特质模型、纵向中介和多组调节。通过特质-状态-事件模型,可以将学校参与的特质与状态差异区分开来。随后提出了两个假设,即 "灌输 "假设和 "差异 "假设。灌输 "假设涉及一个纵向预测模型,即父母的教育可预测儿童早期的自我调节,而儿童早期的自我调节又可预测持续的学校参与,从而预测学生是否选择坚持。差异 "假设考察了父母教育程度高与低是否会改变自律、持续学校参与和坚持之间的预测关系的性质。研究结果支持 "灌输 "假设,即父母教育程度越高,学生早期的自我调节能力越强,持续参与度越高,反过来,持续参与度越高,就越有可能坚持完成义务教育后的学业。研究结果表明,从幼儿期的经历到教育成果之间存在着一条途径,即通过发展参与学校活动的特质来实现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education

To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education

There are few longitudinal studies of adolescent students’ choice to persist in post-compulsory education. Hence, the present study introduces a longitudinal model that describes the interplay between sociological and psychological explanations of adolescents’ choice to persist in post-compulsory education in the UK. Data on parental education, early childhood self-regulation (age 5), sustained school engagement (ages 7, 11, 14) and persistence in education after the end of compulsory schooling (age 17) were utilised. The sample comprised 8333 (51.1% females, 89.5% white) children from the Millennium Cohort Study. Statistical analyses included state–trait modelling, longitudinal mediation and multigroup moderation. A trait–state–occasion model was run to disentangle the trait from state variance in school engagement. Afterwards, two hypotheses were formulated, namely the ‘instilment’ and the ‘differential’. The ‘instilment’ hypothesis involved a longitudinal predictive model, whereby parental education predicted early childhood self-regulation which, in turn, predicted sustained school engagement which predicted students’ choice to persist. The ‘differential’ hypothesis examined whether higher vs. lower parental education changed the nature of the predictive relations between self-regulation, sustained school engagement and persistence. The results were in favour of an ‘instilment’ hypothesis, whereby higher parental education was translated to higher levels of early self-regulation which predicted higher sustained engagement, which, in turn, predicted greater probability of persisting in post-compulsory education. The findings suggest a pathway from early childhood experiences to educational outcomes via the development of a trait of engaging with school.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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