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1.
A moderation-mediation model was constructed to examine relationships among family background, individual characteristics, proximal learning settings and adolescents' aspirations. Data were collected as part of a longitudinal study of Australian youth (3779 boys and 4001 girls). The findings from moderation-mediation investigations and from regression surface analyses suggest that: (a) the predictors combine to have large associations with adolescents' educational aspirations and small relationships with occupational aspirations; and (b) there are family country-of-origin differences in the linear and curvilinear nature of the relationships among individual characteristics, proximal learning settings and adolescents' aspirations. The investigation indicates the need to examine between-group family differences for a more complete understanding of family background variations in students' school outcomes.  相似文献   

2.
In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics, learning environments and educational outcomes, and these also varied between females and males in those family contexts. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

3.
A moderation-mediation model was developed to investigate relationships among adolescents’ family, school learning environments, individual characteristics, and measures of the academic, affective, and social outcomes of young adults from different cultural backgrounds. Data were collected as part of a longitudinal survey of Australian youth. The findings indicated that: (1) adolescents’ family backgrounds, family and school capital, and individual characteristics combined to have a large association with young adults’ educational attainment, a small relation to subjective well-being, and a medium association with social engagement, (2) adolescents’ family backgrounds moderated relationships between the intervening variables and young adults’ educational attainment and social engagement, (3) the intervening individual characteristic and social capital variables partially mediated the relationships between family background and measures of the young adults’ outcomes, and (4) after taking into account the other predictors in the model, young adults’ earlier educational attainment was related to their later attainment and social engagement.  相似文献   

4.
A moderation-mediation model was constructed to examine relationships among distal family contexts, children,s cognitive performance and cognitive attitudes, adolescents, proximal family and school settings, and adolescents, aspirations. The sample in the longitudinal study included 250 female and 250 male 16-year-olds and their parents from Adelaide, Australia. The findings from moderation-mediation investigations and from regression surface analyses indicated that (1) distal family contexts moderate the relations among children,s individual characteristics and adolescents, aspirations, (2) the associations between distal family contexts and adolescents, aspirations are mediated, in part, by the adolescents, perceptions of their parents, and teachers, educational capital, (3) there are different patterns for females and males in terms of relationships among distal family contexts, children,s individual characteristics, perceptions of proximal settings, and adolescents, aspirations and (4) there are family-context differences in the linear and curvilinear nature of the relations among individual characteristics, proximal settings, and adolescents, aspirations, that also vary between females and males in those family contexts.  相似文献   

5.
Regression surface analysis was used to examine relationships among adolescents’ perceptions of parents’ support for learning, adolescents’ aspirations and their status attainment as young adults. The young adults were classifed into four family groups, defined conjointly by family social status and by early family socialisation practices. Longitudinal data were collected from 334 Australians who were 11‐, 16‐ and 21‐years‐old during three surveys. Regression models which included terms to test for linear, interaction and curvilinear associations among the variables were examined within each family group. The results suggested that children's family environments may be considered to act as critical underlying contexts for the formation of adolescents’ perceptions and aspirations of young adults’ status attainment.  相似文献   

6.
This article uses survey data on 15,800 high school students from 3 urban school districts to investigate the impact of school-level support for higher educational attainment and school racial composition on students' actual educational aspirations. We examine students' perceptions of school support for postsecondary participation and test alternative measures of school racial composition in order to account for the increasingly multiracial makeup of today's urban high schools. We include both school-level and student-level characteristics in a multilevel logistic regression model to see if perceived school support for higher educational attainment differs by school racial composition. The results provide support for the hypothesis that school racial composition and school support have an effect on students' reported educational aspirations, and that alternative specifications of school racial composition provide different interpretations of these important relationships.  相似文献   

7.
This study used latent class analysis to examine the trajectories followed by young people’s educational aspirations in England over the age range from 13 to 16 years and their relationship to educational achievement. The results suggested that young people’s aspirations followed six trajectories. Four trajectories showed overall patterns of aspirations which did not vary over time, while in the two remaining trajectories, aspirations either moved upwards or downwards. The trajectories were stratified according to young people’s family background and individual characteristics with those trajectories with high aspirations having higher proportions of young people from better-off family backgrounds and a higher proportion of girls and respondents from ethnic minority backgrounds. Respondents with high aspirations made more progress in achievement and had a higher likelihood of admission to university than those with low aspirations. Differences in aspirations did not completely explain differences in educational achievement by family background, however.  相似文献   

8.
The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations.  相似文献   

9.
The study investigated relationships between the dimensions of a parenting model and children's school outcomes. Also, a bioecological model was examined which proposes that proximal parenting processes have the general effect of mediating relationships between distal social contexts and children's outcomes, while advantageous individual characteristics enhance associations between proximal family processes and children's characteristics. Data were collected from 900 (460 boys, 440 girls) 11 year‐old Australian children and their parents. The findings suggest that: (a) a parenting model defined by parents’ aspirations, parenting practices, and parenting style has modest to moderate concurrent validity in relation to children's academic achievement and school attitudes, (b) the proximal processes of the parenting model mediate substantially the relationships between family social status and children's academic achievement but not the associations between intellectual ability and outcomes; and (c) there are sex‐group differences in the nature of the relationships between the dimensions of the parenting model and children's school outcomes.  相似文献   

10.
The study, which is a follow-up analysis of an earlier investigation in theJournal, examined relationships between adolescents’ perceptions of family and school environments, their aspirations and measures of social-status attainment, for young adults with different levels of ability and varying attitudes to school. Data were collected from 330 Australians who were 11-, 16-, and 21-years-old, respectively, during three surveys. The young adults were classified into four groups, defined conjointly by ability and cognitive attitudes to school. Within each group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear relationships. The findings indicated that within various ability-attitude contexts, adolescents’ perceptions of environments and their aspirations operated differentially to be related to measures of young adults’ social-status attainment. Thus, the two longitudinal studies, when considered together, suggest that our understanding of variations in students’ school-related outcomes may be enhanced by exploring in greater detail contexts that are defined by ability and attitude dimensions.  相似文献   

11.
This study examined the extent to which socially structured factors impact adults' participation in undergraduate programmes in the USA. In a collective sense, this study started with an assumption that adults' decision to participate in educational programmes does not only rely on individual psychological and their adjacent environmental attributes, but it is also, in part, influenced by socially structured contexts surrounding them. Using the state as a unit of analysis, this study analysed the relationships between socio-demographic, economic, educational and political factors and the variation of adults' participation in the undergraduate programmes. Variables from both educational and socio-demographic factors had stronger relationships with adults' participation. Some variables that states can control through policy-related actions were meaningfully associated with adults' participation. Through this sociological understanding of adult participation in higher education, this study will supplement the lack of attention to macro-level perspectives in participation research in adult education.  相似文献   

12.
The study examined to what extent the educational and occupational aspirations of adolescents were related to their perceptions of different learning contexts after taking into account associations between the aspirations and earlier measures of individual characteristics and family environments. Data were collected from 516 Australian 16-year-olds (266 females, 250 males) to assess their perceptions of family, teacher, peer, and school support for learning. Five years earlier data had been collected of their social status, ability, family environments, academic achievement, and attitudes to school. Blockwise selection and the calculation of sheaf coefficients were used in path models to examine the influences on aspirations. For educational aspirations, most of the effects of the measures from the initial survey were mediated by an ecological construct that gauged the adolescents' perceptions of parent-teacher support for learning. Occupational aspirations of females were influenced only by ecological variables while for males they were related either directly or indirectly to all the ecological and individual measures in the analysis. The findings indicated the significance for aspiration formation of an ecological construct defined by adolescents' perceptions of the support and encouragement for learning by fathers, mothers, and teachers. Further aspiration research is suggested to explore the possible implications of this ecological Construct.  相似文献   

13.
Abstract

This paper explores the individual and contextual effects of schools on the educational aspirations of a national sample of older adolescents. With individual student traits held constant, school-level contextual variables contributed little to the explanation of postsecondary school plans to graduate from college (R2 increase = .012). However, with individual-level student ethnicity, family background, and academic achievement held constant, a measure of classroom morale was positively and significantly associated with educational aspiration. This extends the well-documented link between class environment and learning to educational aspirations.  相似文献   

14.
One of the most troubling issues facing policymakers and educators at all levels is the educational attainment of students in at-risk circumstances—in broken homes, in poverty, in criminal environments, and so on. Educators in elementary and secondary schools have attempted to decrease the drop-out rates and increase the academic success of these students, and higher education personnel have struggled to recruit and retain them through graduation. In both settings, a consistent finding is that a student's educational plans or aspirations play a pivotal role in actual attainment. As noted by Schmit and Hossler (1995), in a 9-year longitudinal study, "plans made during ninth-grade [high school graduation, enrollment in a college or university, or entrance into the workforce are stable across a student's high school career" (p. 25).  相似文献   

15.
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums.  相似文献   

16.
Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes.

Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments.

Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years.

Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes.

Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes.

Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities.  相似文献   

17.
Gomez  Karen  Beachum  Floyd D. 《The Urban Review》2019,51(5):724-747

Career development in children largely involves learning about the world of work from family members, peers, and classroom exploration in elementary school. For children of economic disadvantage, a lack of resources and restricted access to information may curtail their ability to envision career attainment. The current qualitative study explored the career aspirations of fourth- and fifth-grade students living in poverty to discern their career interests, knowledge background, understanding of educational and career pathways, and their self-efficacy for achieving their vision for the future. The data collection process involved focus groups and individual case studies. The investigators highlighted the direct verbal exchange with and among students as the most critical approach to understanding children’s aspirations. Study results indicated that the children envisioned a future of educational and occupational prosperity, but their “dreams” were often circumscribed by their limited knowledge of and exposure to employment options.

  相似文献   

18.
ABSTRACT

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts.  相似文献   

19.
Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income inequality), child health and safety (birth weight, infant mortality, health care, and childcare), educational attainment, and family and peer relationships (including generational cleavages). Using Bronfenbrenner's ecological systems theory as an organizational framework, the impact and interrelatedness of these systems on educational attainment are examined, with parallels drawn between a nation's social policies, child well-being, and educational attainment. The author asserts that social policy in the United States is more comprehensive than is commonly believed, although the redistributive benefits of social policies are allocated much differently compared to OECD countries. Explanations for comparative differences in social policy include differences in political culture and political development as well as racial and class conflict. The author concludes that it is difficult to ignore the role of race and socioeconomic class in explaining differences in social welfare expenditures between the United States and European countries because the pattern of social welfare distribution (broadly conceived—including programs, tax breaks, and incentives) falls largely along racial and class lines.  相似文献   

20.
This paper focuses on rural and indigenous girls and their mothers in Peru, examining how they position schooling and education in their current life and future aspirations, in order to better understand girls' increasing participation in education. It is argued here that the high educational aspirations girls and their families have are not only related to the desire to overcome poverty and marginalisation but also to oppressive gender relations. The widening of female roles available to young rural women is impacting on their identities and life projects. The paper shows that these processes are not purely individual but intertwined with intergenerational agreements, family projects, and shared understandings of the changes needed to improve the life of young women, revealing important transformations in rural and indigenous families. The paper analyses qualitative data from boys and girls in three settings and focuses in more detail on three in-depth case studies.  相似文献   

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