瑞士义务教育离校生教育愿望的差异

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2023-07-01 DOI:10.2478/sjs-2023-0018

T. Ackermann, Robin Benz

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引用次数: 0

摘要

摘要教育志向在塑造学生的教育轨迹和目的地方面发挥着重要作用。本文利用TREE2研究的纵向数据，调查了追踪对瑞士学生在离开义务学校后教育愿望形成和调整的影响。我们表明，教育愿望对高中教育的教育轨道有很高的反应。虽然普通教育的学生倾向于坚持自己的愿望，但职业教育的学生表现出的愿望不那么稳定。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland

Abstract Educational aspirations play an important role in shaping students’ educational trajectories and destinations. Drawing on longitudinal data from the TREE2 study, this paper investigates the effect of tracking on the formation and adjustment of the educational aspirations of Swiss students upon leaving compulsory school. We show that educational aspirations are highly responsive to the educational track attended in upper secondary education. While students in general education tend to stick to their aspirations, their counterparts in vocational programmes exhibit less stable aspirations.

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.