I (don't) need to know that I can make it. Socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions.
Saved in:
| Title: | I (don't) need to know that I can make it. Socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions. |
|---|---|
| Authors: | Jansen, Max P.1,2 (AUTHOR) jansen@soz.uni-frankfurt.de, Becker, Birgit1,3 (AUTHOR), Salikutluk, Zerrin4,5 (AUTHOR), Garritzmann, Susanne1,6 (AUTHOR), Roßteutscher, Sigrid1 (AUTHOR) |
| Source: | Cogent Education. Jan-Dec2024, Vol. 11 Issue 1, p1-25. 25p. |
| Subject Terms: | *Education policy, *Self-efficacy in students, *Educational equalization, *Sociology education, *Postsecondary education, *Educational sociology, *Student aspirations |
| Geographic Terms: | United Kingdom |
| Company/Entity: | University of Birmingham |
| Abstract: | Students from a high socioeconomic background show relatively homogeneous, high levels of educational attainment, whereas students with a low socioeconomic origin display a large variability in their educational careers. In this paper, we examine whether the varying degrees of students' academic self-efficacy can contribute to an explanation of this variation. Focusing on Germany's highly stratified educational system, we utilized the CILS4EU dataset to analyse the association between the academic self-efficacy of students from low and high socioeconomic backgrounds in 9th grade and their later educational aspirations and transitions. Our results show that students from non-academic families are much more likely to (a) aspire to an Abitur, (b) transition to upper secondary school, and (c) enter tertiary education if they exhibit a high level of academic self-efficacy. In contrast, academic self-efficacy shows no link to the educational aspirations and decisions of students who have at least one parent with an academic certificate. Summary of the Group's Main Research Activities: Our research is guided by the question 'to what extent do adolescents' educational and political efficacy beliefs influence their later educational and political behaviour?' Thus, the project seeks to examine what happens when adolescents of a disadvantaged (vs. advantaged) group (operationalized by socio-economic status and immigrant origin) experience success (vs. failure) in the education system: How are their personal, group, and system efficacy beliefs shaped by those experiences? As part of this, we utilize the CILS4EU data to follow students' educational pathways from age 14 to age 22 and analyse socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions. [ABSTRACT FROM AUTHOR] |
| Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 181627529 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: I (don't) need to know that I can make it. Socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jansen%2C+Max+P%2E%22">Jansen, Max P.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> jansen@soz.uni-frankfurt.de</i><br /><searchLink fieldCode="AR" term="%22Becker%2C+Birgit%22">Becker, Birgit</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Salikutluk%2C+Zerrin%22">Salikutluk, Zerrin</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Garritzmann%2C+Susanne%22">Garritzmann, Susanne</searchLink><relatesTo>1,6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roßteutscher%2C+Sigrid%22">Roßteutscher, Sigrid</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cogent+Education%22">Cogent Education</searchLink>. Jan-Dec2024, Vol. 11 Issue 1, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Sociology+education%22">Sociology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+sociology%22">Educational sociology</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+aspirations%22">Student aspirations</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22University+of+Birmingham%22">University of Birmingham</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students from a high socioeconomic background show relatively homogeneous, high levels of educational attainment, whereas students with a low socioeconomic origin display a large variability in their educational careers. In this paper, we examine whether the varying degrees of students' academic self-efficacy can contribute to an explanation of this variation. Focusing on Germany's highly stratified educational system, we utilized the CILS4EU dataset to analyse the association between the academic self-efficacy of students from low and high socioeconomic backgrounds in 9th grade and their later educational aspirations and transitions. Our results show that students from non-academic families are much more likely to (a) aspire to an Abitur, (b) transition to upper secondary school, and (c) enter tertiary education if they exhibit a high level of academic self-efficacy. In contrast, academic self-efficacy shows no link to the educational aspirations and decisions of students who have at least one parent with an academic certificate. Summary of the Group's Main Research Activities: Our research is guided by the question 'to what extent do adolescents' educational and political efficacy beliefs influence their later educational and political behaviour?' Thus, the project seeks to examine what happens when adolescents of a disadvantaged (vs. advantaged) group (operationalized by socio-economic status and immigrant origin) experience success (vs. failure) in the education system: How are their personal, group, and system efficacy beliefs shaped by those experiences? As part of this, we utilize the CILS4EU data to follow students' educational pathways from age 14 to age 22 and analyse socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181627529 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/2331186X.2024.2355006 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Education policy Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Sociology education Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Educational sociology Type: general – SubjectFull: Student aspirations Type: general – SubjectFull: United Kingdom Type: general – SubjectFull: University of Birmingham Type: general Titles: – TitleFull: I (don't) need to know that I can make it. Socioeconomic differences in the link between students' academic self-efficacy and their educational aspirations and decisions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jansen, Max P. – PersonEntity: Name: NameFull: Becker, Birgit – PersonEntity: Name: NameFull: Salikutluk, Zerrin – PersonEntity: Name: NameFull: Garritzmann, Susanne – PersonEntity: Name: NameFull: Roßteutscher, Sigrid IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2331186X Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Cogent Education Type: main |
| ResultId | 1 |
