目标高远:德国高中教育的学习投资。移民青年与非移民青年之间的差异

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Markus Kohlmeier
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引用次数: 0

摘要

本文论述了在移民背景下,高教育期望与低学业成绩之间相互作用的重要方面。我利用德国国家教育面板研究(NEPS)的数据,研究了在高中教育过渡阶段从职业教育转向学术教育的学生的学习投资决定因素。此外,我还探讨了可能对移民学生产生特殊影响的其他社会挑战。由于教育差异通常被解释为阶级和移民特定教育选择的累积结果,我建立了一个学习投资模型,解释移民和非移民青少年之间的学习投资差异。我将心理动机理论的基本机制引入主观预期效用(SEU)模型,从而对教育愿望、动机和学习投资之间的关系进行了具体研究。研究结果表明,学业追踪的新人更有可能进行学习投资。然而,向上流动过程中的学习投资可能会受到分层教育的不同学习环境和家庭动态的影响。在这里,我发现了移民青年和非移民青年之间的差异。因此,在SEU模型中引入动机因素有助于理解青少年何时进行学习投资。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth
This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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