Determinants of students’ idealistic and realistic educational aspirations in elementary school

Gölz, Nicole; Wohlkinger, Florian

doi:10.1007/s11618-019-00916-x

Cited by 11 publications

(14 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Chykina 2019), as do expectations (Salikutluk 2016;cross-sectional, e.g. Buchmann and Dalton 2002;Gölz and Wohlkinger 2019;longitudinal, e.g. Kleine et al 2009;Lorenz et al 2020).…”

Section: Theorising the Formation Of Educational Aspirations And Expe...mentioning

confidence: 89%

“…Therefore, aspirations should be higher than expectations overall. Empirically, it has been shown that aspirations vary by socioeconomic status and immigration background (Gölz and Wohlkinger 2019;Stocké 2013;Zimmermann 2019;cross-sectional, e.g. Chykina 2019), as do expectations (Salikutluk 2016;cross-sectional, e.g.…”

Section: Theorising the Formation Of Educational Aspirations And Expe...mentioning

confidence: 99%

See 1 more Smart Citation

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

et al. 2022

View full text Add to dashboard Cite

Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany’s stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students’ expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students.

show abstract

“…Chykina 2019), as do expectations (Salikutluk 2016;cross-sectional, e.g. Buchmann and Dalton 2002;Gölz and Wohlkinger 2019;longitudinal, e.g. Kleine et al 2009;Lorenz et al 2020).…”

Section: Theorising the Formation Of Educational Aspirations And Expe...mentioning

confidence: 89%

Section: Theorising the Formation Of Educational Aspirations And Expe...mentioning

confidence: 99%

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Likewise, there was no significant impact of mathematics teachers’ perceptions of educational values and the role of teachers on teaching methods. This result may be due to self-realization of educational values as teachers to impart moral, ethical, and disciplinary values which are sometimes considered more idealistic than realistic [ 77 ]. However, the nature of curriculum and functions of schools as perceived by the mathematics teachers were found to be significant predictors of their self-reported teaching methods.…”

Section: Discussionmentioning

confidence: 99%

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

et al. 2023

View full text Add to dashboard Cite

Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution’s goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers’ perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers’ perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.

show abstract

“…Some studies indicate that significant others such as parents exert less influence on student expectations in strongly differentiated educational systems than in more comprehensive systems, as expectations are strongly determined by track placement (Buchmann and Dalton, 2002;Buchmann and Park, 2009;Yuchtman and Samuel, 1975;Parker et al, 2016). However, studies conducted in the German context have repeatedly shown that parental expectations are important determinants of student expectations both in primary and in secondary school (Gölz and Wohlkinger, 2019;Zimmermann, 2020Zimmermann, , 2018. Second, especially early in students' academic careers when students themselves cannot yet oversee their educational futures, parental expectations play an important direct role in education-related decisionmaking and other educational outcomes net of their influence on student expectations (Gölz and Wohlkinger, 2019;Schneider, 2011).…”

Section: The Role Of (Parental) Expectations For Status Attainmentmentioning

confidence: 99%

“…However, studies conducted in the German context have repeatedly shown that parental expectations are important determinants of student expectations both in primary and in secondary school (Gölz and Wohlkinger, 2019;Zimmermann, 2020Zimmermann, , 2018. Second, especially early in students' academic careers when students themselves cannot yet oversee their educational futures, parental expectations play an important direct role in education-related decisionmaking and other educational outcomes net of their influence on student expectations (Gölz and Wohlkinger, 2019;Schneider, 2011).…”

Section: The Role Of (Parental) Expectations For Status Attainmentmentioning

confidence: 99%

Caught by surprise: The adaptation of parental expectations after unexpected ability track placement

Förster

2021

Research in Social Stratification and Mobility

View full text Add to dashboard Cite

The study examines the adaptation of educational expectations. It focuses on the expectations that parents have of their children during the transition from primary to secondary school in Germany. During this transition, students are placed into different ability tracks.It is examined whether parents react to this information about their child's achievement by adjusting their educational expectations or whether their expectations are nonreactive to the achievement information conveyed by track placement. It is hypothesized that parents are more likely to adapt their expectations regarding final educational attainment if their child's track placement is not consistent with the expectations that they held before the track placement was known. Furthermore, SES differences in this adjustment process are expected as parents of different social status have different orientations towards achievement information. The study uses data from the National Educational Panel Study (NEPS),Starting Cohort 2 and focuses on the years between the third grade of primary school and fifth grade, which is the first year of secondary school. This means that students and parents can be followed across the moment in the academic career at which track placement happens. Furthermore, the variations in the tracking decisions across the German federal states is used to examine how the adaptation of parents' expectations is affected based on how much influence parents have on track placement. Two-way fixed effect models are employed to model the change of expectations between the two time points in the data. The results show that low-SES parents do adjust their expectations more strongly downward when their children receive a lower track placement than expected; however, high-SES parents maintain their high expectations even in light of such negative achievement information. High-and low-SES parents do not significantly differ in their expectation adjustment if their children's track placement is higher than their previous expectations.

show abstract

Determinants of students’ idealistic and realistic educational aspirations in elementary school

Cited by 11 publications

References 36 publications

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

Caught by surprise: The adaptation of parental expectations after unexpected ability track placement

Contact Info

Product

Resources

About