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

由于社会变化的进程，特别是在教育扩张和大规模移民方面，不仅可以看到近几十年来高等教育的普遍增加，而且社会出身、移民背景和在德国教育系统中的地位也发生了重新配置；更多来自低社会出身或具有移民背景的年轻人进入了高中。然而，这也导致了更多的地位不一致，例如，对于来自学校事业不太成功的高社会保障家庭的青少年，或者对于表现非常好的具有移民背景的学生。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如何在不同层面(个人、群体、系统)影响青少年的效能信念，即他们对作为个人、作为特定社会群体成员和作为特定社会制度中的一员能够取得什么成就的信念。我们认为学校在这方面至关重要，因为青少年不仅在其人生的非常成型阶段花了大量时间在学校，而且因为他们第一次接触社会机构及其代表(教师)，也因为他们了解到他们和他们的群体在这个系统中是如何被对待的。我们认为，这些经验不仅对教育领域的效能信念产生影响，而且还可以推广到其他社会子系统，如政治，从而影响个人在生活各个领域的行为。具体地说，我们研究1。)有利的家庭背景与不利的家庭背景(按社会出身和移民背景运作)如何与成功(或不成功)的教育事业相互作用，塑造青少年在教育领域的(个人、群体、系统)效能信念，2.这些在学校形成的效能信念是否以及如何被传递到政治领域和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收集的数据(作为RISS内部化调查的一部分)与现有小组数据的分析相结合来检验这些问题。研究问题1和2使用RISS内化调查的数据进行检查，在那里我们计划对大约3,000名15-17岁的青少年进行在线调查，他们具有新的和创新的功效信念测量方法。在以后的行为(研究问题3)中，通过使用次要数据分析和旨在完成中学教育和--取决于移民身份--获得充分公民权利--重新访谈受访者的小组设计，来审查功效信念的落实情况。

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.