教育社会学的析因调查实验。潜力，陷阱，评估

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2022-01-17 DOI:10.2478/sjs-2022-0001

Knut Petzold

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引用次数: 0

摘要

摘要讨论了析因调查实验（FSE）在教育社会学理论解释实证检验中的潜力和陷阱。从所获得结果的内部有效性、结构有效性和外部有效性三个方面概述了FSE的可能性和局限性，并通过一个关于大学生出国留学决定的示例实验进行了说明。研究表明，FSE是对实验室和现场实验以及观测研究的丰富补充。

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Factorial Survey Experiments in the Sociology of Education. Potentials, Pitfalls, Evaluation

Abstract The potentials and pitfalls of factorial survey experiments (FSE) are discussed for empirical tests of theoretical explanations in the sociology of education. The possibilities and limits of FSE are outlined in relation to the internal validity, construct validity, and external validity of the obtained results and illustrated using an example experiment on the decision of university students to study abroad. It is demonstrated that FSE are an enriching complement to laboratory and field experiments, and observational studies.

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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.