Is the relation between family background and obtaining an Abitur mediated by malleable motivational variables?

被引：0
|
作者：
Molitor, Katharina [1 ]
Fabian, Paul [1 ]
Thums, Kathrin [1 ]
McElvany, Nele [1 ]
机构：
[1] TU Dortmund Univ, Ctr Res Educ & Sch Dev IFS, Vogelpothsweg 78, D-44227 Dortmund, Germany
来源：
ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT | 2022年 / 25卷 / 02期
关键词：
Educational inequality; Educational attainment; Motivation; Socioeconomic status; SOCIAL-CLASS; ACHIEVEMENT; SCHOOL; EDUCATION; PERFORMANCE; SUCCESS; DISPARITIES; STUDENTS; OPTIMISM;
D O I：
10.1007/s11618-022-01096-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study examined the relation between family background variables, motivational factors, and educational attainment (defined as obtaining the highest form of school-leaving certificate in Germany-the Abitur) among students who attended Gymnasium. A multifaceted concept of both family background variables (parental educational level, parental occupational status, and immigrant background) and motivational factors (expectation of success, value of education, effort, and performance-oriented motivation) was applied. Structural equation models were estimated using longitudinal data from the German National Educational Panel Study (NEPS; N = 5409 students). The results showed that the relation between family background variables and obtaining an Abitur was smaller when motivational factors were included. The mediation model results suggest that focusing on breaking the link between parental education and students' expectations for success would be helpful for reducing educational inequality.
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收藏
页码：471 / 492
页数：22
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