Das Ziel der vorliegenden Masterarbeit ist es, mit Hilfe einer theoretisch angeleiteten empirischen Analyse zum Erkenntnisgewinn der soziologischen Forschung im Rahmen der Sterbehilfethematik beizutragen. Die Fragestellung bezieht sich auf die Einflussfaktoren und den Wandel von Einstellungen zur aktiven Sterbehilfe in verschiedenen Gesellschaften. Über ein Grundkonzept soziologischer Erklärung werden theoretische Ansätze zu Wertewandel und Modernisierung sowie Einstellungsbildung, die unter anderem aus der Politikwissenschaft und der Sozialpsychologie stammen, kombiniert. Die empirische Prüfung der so entwickelten Annahmen basiert auf den Quer- und Längsschnittdaten großer internationaler Werteerhebungen und wird unter der Verwendung von Mehrebenenanalysen durchgeführt. Es zeigen sich Veränderungen in Bezug auf die Einstellungen zur aktiven Sterbehilfe, von denen aufgrund der weiteren Resultate anzunehmen ist, dass diese unter anderem auf Modernisierungsprozesse zurückzuführen sind. Sozialisationsbedingungen, finanzielle Sicherheit und Religiosität sowie die gesellschaftlichen Werte definieren zum einen gesellschaftliche Unterschiede der Einstellungen zur aktiven Sterbehilfe und legen zum anderen fest, inwieweit bestimmte Personengruppen innerhalb einer Gesellschaft von den gesellschaftlichenModernisierungsprozessen betroffen sind.This master’s thesis aims to contribute to scientific insight in sociological research concerning the topic of euthanasia by a theoretically guided empirical analysis. This study deals with influential factors and change of attitudes toward euthanasia. By the use of a basic concept of sociological explanation theories of values change, modernization and formation of attitudes originated from political science and social psychology are combined. The empirical investigation of the assumptions derived is based on cross-level and longitudinal data by international values studies applying multilevel analysis. Changes regarding the attitudes toward euthanasia are detected which due to the other results are among others based on modernization processes. Conditions of socialization, financial security and religiosity and also the values of society define societal differences but also how specific groups of people are affected by modernization processes which leads to intra-societal differences as well.
Research suggests a link between students’ socioeconomic background, their academic self-efficacy and their study achievement. However, although digital media are prevalent in several areas of everyday, their relevance for academic achievement have not yet been satisfactorily explored. Furthermore, whether digital media usage depends on socioeconomic background factors has not yet been sufficiently investigated in this context. In consequence, it is unknown whether existing inequalities in higher education (HE) are stable, further enhanced, or even reduced in the era of ‘digitalisation’. The present study explores the relationships between individual and socioeconomic background factors, with a special focus on academic and digital media self-efficacy. Data were collected at four German universities in summer 2018 (n = 2039). The results of structural equation models indicate that digital-media self-efficacy is related to students‘ academic performance while it is not related to students’ socioeconomic backgrounds. In contrast, academic self-efficacy is related to both. Overall, this study contributes to the literature on students’ study behaviour in the digital era by examining students’ digital media behaviour as well as their (media-related) self-efficacy.
This study extends previous research on higher education (HE) students’ media usage, considering attitudes towards digital media and exploring gender and subject-related differences. Data is based on a standardised online survey conducted from May to July 2018 at four German universities (n = 1684). Latent profile analysis (LPA) was conducted to identify a typology of media-usage patterns and attitudes, based on the average frequency of usage of different media applications (such as e-books, communication tools, study-related online tools etc.), attitudes towards digital media according to several dimensions (e.g. curiosity/interest and scepticism) and selfassessed skills regarding for example media technology, literature databases and research, and programming. The resulting types of media users were then analysed in terms of relationships with gender, study subjects and digital media self-efficacy. The results of this explorative study provide further insights into media use in HE, based on current data and for a diverse student sample, and allow for in-depth follow up research.
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