Erziehungsziele - Erziehungsmittel - Erziehungserfolg

Brezinka, Wolfgang

doi:10.2378/9783497013425

Cited by 18 publications

(4 citation statements)

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“…Brezinka, 1995;Klafki, 1970;Knafo & Schwartz, 2004). The finding that the opposing educational goals of self-enhancement negatively predicted parent-child value similarity once more underscores the circular nature of Schwartz's (1992) value model and its potential for research (see also D€ oring et al, 2016 for more applications in research with children).…”

Section: Discussionmentioning

confidence: 99%

“…Parents' prosocial educational goals Addressing the question of which parents have children whose values are most similar to theirs, we focused on parents' educational goals, a key variable in the socialization process (e.g., Brezinka, 1995;Klafki, 1970;Knafo & Schwartz, 2004). Specifically, we looked at what values parents want their children to hold.…”

Section: The Values Framework: Schwartz's Theorymentioning

confidence: 99%

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Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Döring

Makarova

Bardi

2017

British J of Psychology

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Value transmission from one generation to the next is a key issue in every society, but it is not clear which parents are the most successful in transmitting their values to their children. We propose parents’ prosocial educational goals as key predictors of parent–child value similarity. Accordingly, we hypothesized that the more parents wanted their children to endorse values of self‐transcendence (helping, supporting, and caring for others) and the less parents wanted their children to endorse the opposing values of self‐enhancement (striving for power and achievement), the higher would be parent–child overall value similarity. Findings from two studies of families – Study 1: 261 Swiss families, children aged 7–9 years; Study 2: 157 German families, children aged 6–11 years – confirmed this hypothesis. The effect was even stronger after controlling for values that prevail in the Swiss and German society, respectively. We integrate evidence from this study of values in families with young children with existing findings from studies with adolescent and adult children, and we discuss potential pathways from parents’ educational goals to parent–child value similarity.

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Section: Discussionmentioning

confidence: 99%

Section: The Values Framework: Schwartz's Theorymentioning

confidence: 99%

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Döring

Makarova

Bardi

2017

British J of Psychology

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“…It has been pointed out repeatedly that the standardised education mandate set out in the JGG and in the now adopted Jugendarrestvollzugsgesetze requires content interpretation and that such interpretation requires an educational basis [10]. Such a professional interpretation of education was already explained in sufficient detail in previous publications, so that we now want to clarify the central core aspects: Education means supporting the personality of a young person, so that they can live an independent life with personal responsibility [11]. Education in this context is an abstract concept which only becomes an observable feature in social actions and interactions [12].…”

Section: Education Mandate and Legal Basis Of Juvenile Detentionmentioning

confidence: 93%

“…It is, however, only possible to speak of education if the social interactions allow for a learning process [13]. Translated into the vernacular, this means that those who offer education arrange learning situations for their target group that are designed to teach, practise, and consolidate new (desired) behaviour or to reduce undesired behaviour [11]. What is deemed desired or undesired depends on the respective applicable ethics and morale expectations of a society [14].…”

Section: Education Mandate and Legal Basis Of Juvenile Detentionmentioning

confidence: 99%

Short-Term Education with Marginalised Young People Sentenced to Youth Detention

Kaplan¹,

Zimmermann²,

Schneider³

et al. 2017

IJTIE

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The majority of the several thousand young people who are sentenced to juvenile detention every year are living in marginalized conditions. Processes of marginalization become manifest, amongst other things, in limited opportunities for social participation such as the prospect of a qualifying school diploma or material well-being. Therefore, the consistent arrangement of juvenile detention centres along prevailing legal regulations requires focusing on the promotion of personal development as well as youth education. This paper discusses the conceptualization of a short-term education program which was realised in a German juvenile detention centre. This program is based on a specially developed curriculum, integrating the youths' developmental tasks as well as their marginalised life situations, ultimately suggesting an understanding of juvenile detention institutions as "Places of Youth Education".

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Lehr-Lern-Forschung im Rahmen der Bildung für eine nachhaltige Entwicklung (BNE)

Rieß

2006

Bildung Für Eine Nachhaltige Entwicklung

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Erziehungsziele - Erziehungsmittel - Erziehungserfolg

Cited by 18 publications

References 0 publications

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Short-Term Education with Marginalised Young People Sentenced to Youth Detention

Lehr-Lern-Forschung im Rahmen der Bildung für eine nachhaltige Entwicklung (BNE)

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