Suchergebnisse

Der Beitrag berichtet über die Ergebnisse zweier Studien, die den Zusammenhang zwischen staatsbürgerlichen Wissen und zivilgesellschaftlichen Orientierungen - hauptsächlich die Einstellung gegenüber Fremden - näher untersuchen. In der ersten quasi-experimentellen Studie wird den Effekten von kognitiven Komponenten (Wissen) auf die (politischen) Einstellungen (Attitüden) in ihrer Varianz vom Alter bei Adoleszenten nachgegangen, während die zweite Studie mittels einer Befragung von Schülern die Korrelation zwischen schulischer Leistung und den Einstellungen untersucht. Beide Studien zeigen, dass staatsbürgerkundliches Wissen nur eine geringe Rolle bei der Entwicklung einer toleranten Einstellung gegenüber Ausländern spielt. Die geringe Relevanz der traditionellen staatsbürgerkundlichen Erziehung erzwingt für den Autor eine grundsätzliche Revision der Ziele und Curricula politischer Bildung. (ICA). Die Untersuchung enthält quantitative Daten. Die Untersuchung bezieht sich auf den Zeitraum 2002 bis 2004.;;;Different ways in which school may affect adolescents' attitudes are briefly addressed, with a particular focus on the acquisition of knowledge. After that, some empirical findings are presented that shed light on the role which knowledge may play in the formation of tolerance in the political and social domain. ... In the following... two examples, taken from the research, that address the relationship between civic knowledge and civic orientations, namely concerning attitudes towards foreigners [are presented]. In the first study, an experimental intervention is used to examine the effects of knowledge on attitudes, while checking for spurious associations due to age-graded changes in both variables. Based on a larger set of questionnaire data collected in schools, the second study examines correlations between knowledge and attitudes depending on the students' grade levels. [The author concludes], if knowledge has any effect on tolerance, this seems to be mainly the case among students in the higher-grade levels. It has to be noted that the research presented could contribute to [the] thinking about civic socialization in school, but it falls short of providing conclusive evidence. More research is needed before arriving at a solid judgment on information-based civic instruction as a way to foster students' tolerance. (DIPF/orig.).

Mit dem Fokus auf ausländer- und demokratiefeindliche Einstellungen von Schülern wird in der Studie geprüft, ob schultypspezifische Unterschiede in der politisch-sozialen Toleranz auch jenseits erwartbarer Selektionsprozesse bestehen. Zu diesem Zweck wurden zunächst querschnittlich Effekte des Schultyps auf die Einstellungen von Jungen und Mädchen in der mittleren Adoleszenz (N = 203) bei Kontrolle familialer Hintergrundmerkmale analysiert. Anhand längsschnittlicher Daten von zwei Messzeitpunkten (N = 147) wurden dann dieselben Analysen unter zusätzlicher Kontrolle der Vormessung der Einstellungsvariablen durchgeführt. Die Ergebnisse weisen auf einen eigenständigen Effekt des besuchten Schultyps hin, der zwar absolut gesehen gering, aber statistisch bedeutsam ist. (DIPF/Orig.) ; Focusing on negative attitudes towards foreigners and democracy, the study examines differences in students' tolerance depending on school track above and beyond likely processes of selection into tracks. A first set analyses of cross-sectional data from male and female students in middle adolescence (N = 203) served to test effects of school track when controlling for various aspects of the family background. Drawing on longitudinal data from two measurement points (n = 147), parallel analyses were conducted also controlling for t1 assessments of the attitudinal variables. Results suggest a genuine effect of school track which is small in absolute terms but statistically significant. (DIPF/Orig.)

"Es werden Befunde vorgestellt, die Bedingungen fremdenfeindlicher Einstellungen im Jugendalter ansprechen. Analysen auf der Basis von Daten einer umfänglichen Längsschnittstudie, an der ost- und westdeutsche Jugendliche während der zweiten Hälfte des Jugendalters teilnahmen, belegen eine erhebliche Stabilität von Fremdenfeindlichkeit, Einflüsse der Eltern durch deren Erziehungsstil und eigene Einstellungen sowie eine sozialisatorische Rolle der Schule. Zusammengenommen stellt das Muster der Ergebnisse die Bedeutung von Einflussfaktoren jenseits möglicher Effekte des gesellschaftlichen Rahmens und seiner kurzfristigen Veränderungen heraus. Es deutet damit auf die Wichtigkeit von Präventionsbemühungen hin, die frühzeitig einsetzen und sich nicht auf Jugendliche als Zielpersonen beschränken. Erfahrungen von Demokratie 'im Kleinen' werden als gemeinsame Grundlage von familialen und schulbasierten Effekten diskutiert." (Autorenreferat)

Die Studie untersucht Zusammenhänge zwischen dem Verhalten von Vätern, Müttern und Jugendlichen in der familialen Kommunikation einerseits und ihrer Wahrnehmung verschiedener Aspekte der Beziehungsqualität andererseits. Die Stichprobe umfaßt 35 13jährige Jungen und Mädchen sowie ihre Eltern. Die wahrgenommene Harmonie, Offenheit und Verbundenheit in der Familie wurden über Summenskalen auf der Basis von Selbstauskünften der Teilnehmer erfaßt. Querschnittliche und längsschnittliche Ergebnisse belegen den Zusammenhang zwischen Beziehungswahrnehmung und beobachtetem Verhalten in der Familie. (SH2)

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed. (DIPF/Orig.)

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.