The Role of Teachers, Parents, and Friends in Developing Adolescents' Societal Interest

Autor/inn/en	Wanders, Frank H. K.; Dijkstra, Anne Bert; Maslowski, Ralf; van der Veen, Ineke; Amnå, Erik
Titel	The Role of Teachers, Parents, and Friends in Developing Adolescents' Societal Interest
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 5, S.736-751 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wanders, Frank H. K.) ORCID (Dijkstra, Anne Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1754901
Schlagwörter	Teacher Role; Parent Role; Friendship; Peer Influence; Social Influences; Socialization; Adolescents; Interests; Social Problems; Political Issues; Socioeconomic Background; Parent Background; Educational Attainment; Consciousness Raising; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lehrerrolle; Parental role; Elternrolle; Freundschaft; Sozialer Einfluss; Socialisation; Sozialisation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsinteresse; Social problem; Soziales Problem; Politischer Faktor; Sozioökonomische Lage; Elternhaus; Bildungsabschluss; Bildungsgut; Bewusstseinsbildung; Ausland; Schweden
Abstract	This article examines the role of teachers, parents, and friends in stimulating the development of societal interest among adolescents. It assesses the extent teachers can compensate for societal interest differences among adolescents that arise due to socioeconomic differences. The YeS panel study is used, with 587 students aged 13-18 assessed annually over a six-year period (2010-2015) and uses latent growth curve modeling (LGCM). Our findings indicate that awareness-raising by each of the three groups contributes to the development of societal interest among adolescents, with teachers being the most influential socializing agent. Teachers were more influential societal interest development among adolescents from less privileged homes, confirming our hypothesis that schools can compensate for societal interest differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01