The Role of Internalized Efficacy Beliefs for Participation in Education and Political Life

内在效能信念对参与教育和政治生活的作用

• 批准号: 465340255
• 负责人: Professorin Dr. Birgit Becker
• 金额: --
• 依托单位: Institut für Soziologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/465340255?language=en
• 关键词: Role; Internalized; Efficacy; Beliefs; Participation

Due to processes of social change, particularly in terms of educational expansion and mass migration, not only can a general increase in higher secondary education be observed in recent decades, but also a reconfiguration of social origin, immigrant background and positioning in the German education system; more young people of a low social origin or with an immigrant background find themselves in higher secondary schools. However, this also results in more status inconsistencies, e.g., for adolescents from high-SES families with less successful school careers, or for students with an immigrant background who perform very well. In this project, we investigate how such contradictory influences in the family and in school affect adolescents’ efficacy beliefs at different levels (personal, group, system), i.e. their belief regarding what they can achieve as an individual, as a member of a particular social group and within a certain social system. We consider schools to be crucial in this respect, since adolescents not only spend a lot of time at school during a very formative phase of their lives, but also because they have their first experiences with a social institution and its representatives (the teachers) there, and because they learn how they and their group are treated in this system. We assume that these experiences are not only influential for efficacy beliefs in the domain of education, but are also generalized to other social subsystems such as politics and therefore also affect individuals’ behavior in various areas of life. Concretely, we examine 1.) how an advantaged vs. disadvantaged family background (operationalized by social origin and immigrant background) interacts with a successful (or less successful) educational career in shaping adolescents’ (personal, group, system) efficacy beliefs in the educational domain, 2.) whether and how these efficacy beliefs developed in school are transmitted to the domain of politics and 3.) how these efficacy beliefs impact actual behavior (i.e. educational decisions and political participation).We examine these questions by combining our own data collection (as part of the RISS Internalization Survey) with the analysis of existing panel data. Research questions 1 and 2 are examined using the data from the RISS Internalization Survey, where we plan an online survey of around 3,000 15-17-year-old adolescents with new and innovative measures of efficacy beliefs. The implementation of efficacy beliefs in later behavior (Research Question 3) is examined both by using secondary data analyses and a panel-design aimed at re-interviewing our respondents after completion of secondary education and – depending on migration status - the acquisition of full citizenship rights.

由于社会变革的进程，特别是在教育扩张和大规模移民方面，近几十年来不仅可以观察到高等中等教育的普遍增加，而且还可以观察到德国教育系统的社会起源，移民背景和定位的重新配置；越来越多社会出身低下或有移民背景的年轻人进入了高中。然而，这也会导致更多的地位不一致，例如，来自高ses家庭的青少年学业不太成功，或者具有移民背景的学生表现非常好。在这个项目中，我们调查了家庭和学校中这种相互矛盾的影响是如何影响青少年在不同层面（个人、群体、系统）的效能感信念的，即他们对自己作为一个个体、作为一个特定社会群体的成员和在某个社会系统中所能取得的成就的信念。我们认为学校在这方面是至关重要的，因为青少年不仅在他们生命的形成阶段花了很多时间在学校，而且因为他们第一次经历了一个社会机构及其代表（老师），因为他们知道他们和他们的群体在这个系统中是如何被对待的。我们假设这些经验不仅影响教育领域的效能信念，而且还可以推广到其他社会子系统，如政治，因此也会影响个人在生活各个领域的行为。具体而言，我们研究了1.)优势与劣势家庭背景（由社会起源和移民背景运作）如何与成功（或不太成功）的教育生涯相互作用，从而塑造青少年在教育领域的（个人、群体、系统）效能信念；2)这些在学校发展的效能信念是否以及如何传播到政治领域；3)这些效能信念如何影响实际行为（即教育决策和政治参与）。我们通过将我们自己的数据收集（作为RISS内部化调查的一部分）与现有面板数据的分析相结合来检查这些问题。研究问题1和2使用RISS内化调查的数据进行检查，我们计划对大约3000名15-17岁的青少年进行在线调查，采用新的和创新的效能信念测量方法。效能信念在后期行为中的实施（研究问题3）是通过使用二级数据分析和小组设计来检验的，该小组设计旨在在完成中等教育后重新采访我们的受访者，并根据移民身份获得完全的公民权。