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Educational careers at the end of secondary school from a sociological and a psychological perspective:Longitudinal analyses of the effects of social origin, interests, personality traits and competencies on educational decisions and educational outcomes

社会学和心理学视角下的中学毕业教育生涯：社会出身、兴趣、人格特质和能力对教育决策和教育结果影响的纵向分析

基本信息

批准号：
240402668
负责人：
Professorin Dr. Cordula Artelt
金额：
--
依托单位：
Juniorprofessur für Soziologie mit dem Schwerpunkt Bildungsungleichheit im Lebenslauf
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2013
资助国家：
德国
起止时间：
2012-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/240402668?language=en
关键词：
Educational careers end secondary sociological

项目摘要

Triggered by the results of the PISA 2000 study on social disparities in educational participation and the development of competencies, important research on educational decisions and attainment has been conducted in Germany over the last few years. Yet, studies predominantly focus on the early educational career and transitions from primary school up to the end of first stage secondary education. However, particularly with regard to the German educational system - characterized by high stratification after secondary education and at the transition to non-tertiary as well as tertiary education - it is assumed that different educational careers and decisions after secondary school are of major importance for subsequent occupational opportunities. According to Müller and Shavit (1998), Germany is one of the countries with the closest relation of educational/occupational qualification and the positioning on the labor market.This research gap shall be closed with the proposed interdisciplinary project studying educational trajectories at the end of secondary school from a sociological and psychological perspective: The central question is, how educational trajectories and decisions at the end of secondary school are shaped by social origin and other social characteristics (as sociological factors) as well as by individual interests and personality traits (as psychological factors) and, in turn, in what way these effects may be reciprocal across the educational career. Therefore, it is of special interest how preceding educational aspirations, decisions, interests, personality traits and competencies in the life course shape later educational outcomes and trajectories. The present research deficit in this regard is largely due to a lack of appropriate data, not only containing information about the educational transitions at the end of secondary schooling, but also about prior individual histories.Our project aims to continue the BiKS-8-14 panel study, which so far comprises students` educational trajectories from third grade primary school up to the end of ninth grade secondary school, for further three years. With the additional three years, educational trajectories of students in different secondary school types can be adequately reconstructed and analyzed based on rich, longitudinal data on the previous educational biographies up until the next central educational transition - the decision for tertiary and non-tertiary occupational education. Thus, the project will provide a unique scientific potential for German educational research.

受比萨2000年关于教育参与和能力发展方面社会差距的研究结果的启发，德国在过去几年中对教育决策和成绩进行了重要研究。然而，研究主要集中在早期教育生涯和从小学到第一阶段中等教育结束的过渡。然而，特别是在德国的教育制度中-其特点是中等教育之后以及在向非高等教育和高等教育过渡时的高度分层-人们认为，中等教育之后的不同教育生涯和决定对随后的就业机会具有重大意义。根据Müller和Saught（1998年），德国是教育/职业资格与劳动力市场定位关系最密切的国家之一，这一研究空白将通过拟议的从社会学和心理学角度研究中学毕业教育轨迹的跨学科项目来填补：中心问题是，社会出身和其他社会特征如何塑造中学毕业时的教育轨迹和决定（作为社会学因素）以及个人兴趣和个性特征（作为心理学因素），反过来，这些影响在整个教育生涯中可能是相互的。因此，特别令人感兴趣的是，在生命历程中，先前的教育愿望、决定、兴趣、个性特征和能力如何塑造后来的教育成果和轨迹。目前在这方面的研究不足主要是由于缺乏适当的数据，不仅包含有关中学教育结束时教育过渡的信息，而且还包含有关先前个人历史的信息。我们的项目旨在继续BiKS-8-14小组研究，迄今为止，该研究包括学生从小学三年级到中学九年级结束的教育轨迹，再等三年有了额外的三年时间，就可以根据以往教育经历的丰富纵向数据，充分重建和分析不同中等学校类型学生的教育轨迹，直到下一次中央教育转型-高等和非高等职业教育的决定。因此，该项目将为德国教育研究提供独特的科学潜力。