Closing the Disadvantaged Gap: Self-Beliefs and Task Value as Drivers of Educational Choices During the Post High School Transition

缩小弱势群体的差距：高中后过渡期间自我信念和任务价值作为教育选择的驱动力

• 批准号: DE140100080
• 负责人: Prof Philip Parker
• 金额: $ 27.2万
• 依托单位: Australian Catholic University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Early Career Researcher Award
• 财政年份: 2014
• 资助国家: 澳大利亚
• 起止时间: 2014-01-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DE140100080
• 关键词: Closing; Disadvantaged; Gap; Self; Beliefs

Australia's economic future requires education to close the gap between disadvantaged and advantaged students. Even successful interventions, however, typically increase the gap with advantaged students benefitting more. Whilst most efforts focus on test scores, evidence suggests that non-cognitive outcomes (such as, self-concept, task value, motivation and social context) are critical in closing the gap. This project will test these predictions for successful educational transitions by disadvantaged students, using an innovative blend of multiple large-scale primary and secondary data sources, and new, evolving statistical models. This project will provide potential actions for strengthening the economic and social future of disadvantaged youth in Australia and beyond.

澳大利亚的经济未来需要教育来缩小弱势学生和弱势学生之间的差距。然而，即使是成功的干预措施，通常也会增加差距，使更多的学生受益。虽然大多数努力都集中在考试成绩上，但有证据表明，非认知结果（例如自我概念、任务价值、动机和社会背景）对于缩小差距至关重要。该项目将使用多种大规模小学和中学数据源以及新的不断发展的统计模型的创新组合，测试这些预测对弱势学生成功教育转型的影响。该项目将为加强澳大利亚及其他地区处境不利青年的经济和社会未来提供潜在的行动。