Self processes and pupil careers: an interactionist approach to structural reproduction

我们的项目要求孩子成为成功或不太成功的学习者的过程。它侧重于所有参与者（家长、孩子和老师）之间的互动以及他们与儿童自我过程的相关性。我们的研究感兴趣的是这些相互作用在社会不平等方面促进或损害教育成功。因此，相互作用的分析具有双重利益：社会结构嵌入性和教育事业的相关性。本研究将符号互动主义社会学的理论方法与学习与教学研究的概念和实证结果相结合。在方法上，该研究更新了现有的纵向研究，采用混合方法设计（在学校班级进行问卷调查和家庭肖像）。纵向研究从二年级开始，这意味着现在可以研究学生到不同中学的过渡。该项目的创新之处在于，它在分析结构性再生产过程中应用了互动主义模型，并将社会学理论与学习与教学研究理论相结合。此外，它承诺将有价值的知识转移到各种实际的教育领域。

Our project asks for the processes in which children become successful or less successful learners. It focusses on interactions between all participants (parents, children, and teachers) and their relevance for childrens selfprocesses. Our research is interested in these interactions fostering or impairing educational success with regard to social inequality. Interactions are therefore analyzed in the twofold interest: for their social structural embeddedness and their relevance for educational careers. The project combines the theoretical approach of symbolic interactionist sociology with concepts and empirical results of research on learning and instruction. Methodologically, the study updates an existing longitudinal study with mixed methods design (questionnaires in school classes and family portraits). The longitudinal study started with second graders, this means that the transition of pupils to different secondary schools can now be studied. The project is innovative in its application of an interactionist model in the analysis of structural reproduction processes and in the combination of sociological theories and theories of research on learning and instruction. Further, it promises the transfer of valuable knowledge to various practical fields of education.