A Transgenerational Model of Status Attainment: the Potential Mediating Role of School Motivation and Education
A Transgenerational Model of Status Attainment: the Potential Mediating Role of School Motivation and Education
复制标题
地位获得的跨代模型：学校动机和教育的潜在中介作用
DOI：
10.1177/0027950108096590
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发表时间：
2008
影响因子：
2.1
通讯作者：
I. Schoon
中科院分区：
文献类型：
--
作者：
I. Schoon
本文考察了父母社会地位、儿童认知能力、学校动机和教育对成年早期社会地位获得的影响。使用结构方程模型（SEM），跨代地位实现的途径模型的概念化，考虑到上下文以及个人地位过渡的时间。研究对象是参加1958年全国儿童发展研究的3104名男性和3229名女性，以及参加1970年英国队列研究的3049名男性和2692名女性，跟踪他们从童年到30多岁的生活。调查结果表明，在这两个群体中，接受全日制教育的年数是男女获得地位的最重要决定因素，在获得地位方面持续存在社会不平等。研究结果进一步证实了这一假设，即社会背景和认知能力部分介导的学校动机和教育，开放杠杆可能的干预措施。
This paper examines the influences of parental social status, childhood cognitive ability, school motivation and education on social status attainment in early adulthood. Using Structural Equation Modelling (SEM), a pathway model of transgenerational status attainment is conceptualised, taking into account the context as well as the timing of individual status transitions. The subjects were 3104 men and 3229 women who participated in the 1958 National Child Development Study and 3049 men and 2692 women from the 1970 British Cohort Study, following their lives from childhood to their mid-thirties. The findings suggest that in both cohorts the number of years spent in full-time education is by far the most important determinant of status attainment among men and women and that there are persistent social inequalities in status attainment. The findings furthermore confirm the hypothesis that social background and cognitive ability are partially mediated through school motivation and education, opening up leverage for possible interventions.