Social attitudes and education: Self‐selection or socialization?

Zakrisson, Ingrid; Ekehammar, Bo

doi:10.1111/1467-9450.00064

Cited by 11 publications

(6 citation statements)

References 16 publications

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“…One can make the argument that the addition of the SES variables dilutes the effects for parental involvement not because the causal nature of SES so much, as the fact that there are other causal components beyond SES and parental involvement that influence both variables. In terms of SES specifically, a growing number of studies indicate that the level of SES can be a result of various other factors rather than a primary cause (Gortmaker, Steven, Must, Perrin, & Sobol, 1993;Jeynes, 1998;Zakrisson & Ekehammer, 1998). Crane (1996) demonstrated that the influence of SES as a causal variable can be overestimated if mediating family factors are not taken into account.…”

Section: Research Question 3: Specific Components Of Parental Involvementmentioning

confidence: 99%

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement

2007

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This study examined the direct association between parental educational expectations and adolescents' academic selfefficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent-adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic selfefficacy and perceptions of their parents' educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents' level of education and immigrant status, parental educational expectations were positively associated with adolescent academic selfefficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.

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Section: Research Question 3: Specific Components Of Parental Involvementmentioning

confidence: 99%

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement

2007

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“…Choosing a subject to study (self-selection), be it sciences, engineering, business, culture or social relations, is associated with cognitive orientations, values and norms. Students enrolling in different subjects differ regarding career expectations, cognitive abilities, preferred lifestyle and with respect to their attitude towards science (Zarkisson and Ekehammar 1998). This attitude evolves and may vary over time: During their studies, students do not only acquire specialized knowledge but are also exposed to the standards, supervision and peer culture of their disciplines amongst which are considerable differences (Weidman et al 2001).…”

Section: Academic Discipline (Vocational and Career Choice)mentioning

confidence: 99%

Academic discipline and risk perception of technologies: An empirical study

Weisenfeld

Ott

2011

Research Policy

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This article brings together two areas of research: studies on risk perception of technologies and studies on vocational/career choice. This is an important link since decisions concerning technologies are influenced by decision makers' risk perceptions and these in turn may be related to educational and career paths.We analyze students of different academic disciplines with regard to their risk perception of four technologies. The aim is to find out whether there is a relationship between area of study (as a precursor of vocational and career choice) and risk perception of technologies regarding health, environment and society. The four technologies under study are renewable energies, genetic engineering, nanotechnology and information and communication technologies (ICT). Key results are: Irrespective of academic discipline risk of genetic engineering on average is rated highest and renewable energies lowest. This holds for all the risks studied (environmental, health, societal risks). On average, students from different academic disciplines differ in their risk perception. Factor analyses show that common dimensions of risk are the technological areas and not the type of risk. Regression analyses show that the variables influencing perceived risks vary between the technological fields.

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“…Based on this description, the research questions include the following points: (1) what the current research trend on learning social attitudes is? (2) what are future implications for learning social attitudes due to the existing research's objectives and limitations?…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Therefore, education is considered a very appropriate socialization agent about attitudes and behaviour as social class indicators. Also, education is empirically proven to have a liberalizing effect on social attitudes that are not related to non-economic problems [2]. Thus, social attitudes have a significant role to be developed for students in their educational environment.…”

Section: Introductionmentioning

confidence: 99%

Trends in Educational Research about Social Attitudes Education and Learning: A Systematic Literature Review

Wijaya¹,

Arismunandar²,

Gani³

2020

Preprint

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Until now, learning is still focused on thecognitive realm only. One aspect that is often neglected issocial attitudes, which are part of the affective aspect thathas an essential role in social life. The limited number ofresearchers who touch on this area makes referencesources of social attitudes still limited. This study is aSystematic Literature Review (SLR) using the PRISMAmodel. This model is considered a reasonablycomprehensive model because it has four main stages:identification, screening, eligibility, and inclusion.Researchers collected data from various open access datasources such as Google Scholar, Web of Science (WoS),Scopus, ERIC, Researchgate.net, Academia.com, andSciencedirect.com. Furthermore, the data were analyzedusing content analysis techniques in obtaining anoverview of trends and implications of research oneducation and learning social attitudes over the past tenyears. The results showed that there were only 14 articlesthat met the criteria for further analysis. The fourteenarticles discuss several main research topics, such as (1)improving students' social attitudes through learningmodels/approaches/methods, (2) learning social attitudesin the context of inclusive education, (3) developing andvalidating social attitude instruments, and so on other.These findings indicate the need for further and morecomprehensive research on learning social attitudes sothat this aspect is increasingly understood by variouselements of education as an aspect that is as important asthe cognitive aspect.

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Social attitudes and education: Self‐selection or socialization?

Cited by 11 publications

References 16 publications

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement

Academic discipline and risk perception of technologies: An empirical study

Trends in Educational Research about Social Attitudes Education and Learning: A Systematic Literature Review

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