Pathways to Adulthood: Educational Opportunities, Motivation and Attainment in Times of Social Change

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Sonst. Personen	Schoon, Ingrid (Hrsg.); Silbereisen, Rainer K. (Hrsg.)
Titel	Pathways to Adulthood: Educational Opportunities, Motivation and Attainment in Times of Social Change
Quelle	(2017), (323 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-78277-208-8
Schlagwörter	Educational Opportunities; Social Change; Educational Attainment; Midlife Transitions; Social Influences; Well Being; Motivation Techniques; Individual Development; Achievement Need; Coping; Economic Change; Labor Market; Comparative Education; Secondary School Curriculum; Equal Education; Predictor Variables; College Attendance; Learner Engagement; Profiles; Academic Aspiration; Intervention; Relevance (Education); Economic Impact; Birth Rate; Psychological Characteristics; Religious Factors; Entrepreneurship; Educational Practices + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Sozialer Wandel; Bildungsabschluss; Bildungsgut; Midlife-Krise; Sozialer Einfluss; Well-being; Wellness; Wohlbefinden; Motivationsförderung; Individuelle Entwicklung; Bewältigung; Ökonomischer Wandel; Labour market; Arbeitsmarkt; Vergleichende Erziehungswissenschaft; Prädiktor; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Charakterisierung; Profilanalyse; Relevance; Relevanz; Ökonomische Determinanten; Unternehmungsgeist; Bildungspraxis
Abstract	Among the many life transitions that individuals must master throughout their lives, the transition to adulthood ranks very high in terms of importance, complexity and uniqueness. It involves the completion of education, and the assumption of new social roles and responsibilities, at a time when previous institutional structures that guided transitions throughout the school system are falling away. It also involves great uncertainties about the future, especially during periods of rapid social change. Using robust evidence from large scale, longitudinal and comparative studies, this collection emphasises the role of the context in which human development takes place. It addresses three major themes concerning the transition experiences of young people: (1) social inequality and its impact on educational attainment; (2) the development of motivational processes related to achievement and wellbeing; (3) coping with uncertainty due to social and economic change. The book brings together new research by leading experts and young scholars in psychology, sociology, economics, social policy and education. It will be relevant for social scientists from a broad range of disciplines, policymakers and for everyone interested in life course development, motivation theory, educational choice, attainment, and social participation. Following the Introduction: Conceptualizing the transition to adulthood in times of social change: A developmental--contextual systems perspective, this book contains three parts. Part 1, Social Inequalities in Aspiration and Attainment, contains an Introduction (Ingrid Schoon and Rainer K. Silbereisen) and the following chapters: (1.1) The socio-economic gradient in educational attainment and labour market outcomes: A cross-national comparison (Jake Anders and John Jerrum); (1.2) Social inequality in educational transitions under different types of secondary school curricular differentiation (Anna K. Chmielewski); (1.3) Designing education to enhance the achievement of all (Nicola Pensiero); and (1.4) Predicting university entry using machine-based models and solutions (Philip D. Parker, John Jerrim, Anna K. Chmielewski, Herbert W. Marsh). Part 2, Motivation in Context contains an Introduction and the following chapters: (2.1) Advances in the research on situation-specific and contextual aspects of student engagement (Julia Moeller, Justina Spicer, Katariina Salmela-Aro, Barbara Schneider); (2.2) Next steps in studying engagement: The value of examining observable forms of engagement (Jenna Cambria and Anna-Lena Dicke); (2.3) Young people's motivational profiles and relations to well-being and educational aspirations: A person-oriented approach (Heta Tuominen, Jaana Viljaranta, and Katariina Salmela-Aro); and (2.4) Educational interventions based on motivational theories: The case of relevance interventions (Anna-Lena Dicke). Part 3, Dealing with Uncertainties of Social Change, contains an Introduction and the following chapters: (3.1) How did the economic recession influence first birth behaviour in the United Kingdom? (Mark Lyons-Amos); (3.2) Engagement with and disengagement from demands of social change (Martin Tomasik and Rainer K. Silbereisen); (3.3) Social change--uncertainty--religiosity: Psychological perspectives on the role of religiosity in changing societies (Clemens M. Lechner and Rainer K. Silbereisen); (3.4) The development of entrepreneurship: A biopsychosocial lifespan model (Martin Obschonka and Rainer K. Silbereisen); and (3.5) Social change and youth civic engagement (Maria K. Pavlova and Rainer K. Silbereisen). (As Provided).
Anmerkungen	Trentham Books. Available from: UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01