References of "Scharf, Jan 50002999"
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See detailThe value of education among immigrants and non-immigrants and how this translates into educational aspirations: a comparison of four European countries
Hadjar, Andreas UL; Scharf, Jan UL

in Journal of Ethnic and Migration Studies (2019), 45(5), 711-734

Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective ... [more ▼]

Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective belief that education is beneficial for one’s life, in idealistic and realistic educational aspirations in four distinct institutional settings, comparing Sweden, Germany, the Netherlands and England. While the first part of the analyses relates to how immigrants differ from non-immigrants in the value they assign to education, the second part centres on country differences considering immigrant integration policies and education systems as crucial factors. A third part relates to the links between the value of education and educational aspirations to gain some insight into how the value of education may contribute to educational decisions. Analyses are based on longitudinal data of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). While results show that immigrants assign a higher value to education, the value of education does play a minor role in idealistic and realistic educational aspirations. The results of the country comparison are rather ambivalent, including very weak support for the argument that immigrants strive for education to a higher extent in countries with less favourable conditions. [less ▲]

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See detailSchool Alienation: A Construct Validation Study
Morinaj, Julia; Scharf, Jan UL; Grecu, Alyssa Laureen UL et al

in Frontline Learning Research (2017), 5(2), 36-59

Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly ... [more ▼]

Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students. The SALS consists of three school-related domains, namely, classmates, teachers, and learning. Based on the responses of Swiss (1) and Luxembourgish (2) students from two schoolspecific cohorts — primary (grade 4; n1=486, n2=503) and secondary schools (grade 7; n1=550, n2=534), we assessed instrument reliability, validity, and cross-cultural equivalence. The scale showed evidence of reliability and internal validity across two samples, confirming that the hypothesized first-order three-factor model fits the data better than several alternative models. The results of measurement invariance tests revealed that the measurement model operated equally well for primary and secondary school students in both countries. The construct validity of the SALS was additionally supported by demonstrated criterion-related validity. Specifically, school alienation domains were negatively associated with positive attitudes to and enjoyment in school; social problems in school were positively related to alienation from classmates and teachers. Our key contributions to the measurement of school alienation are the disclosure of the core domains of school alienation, development of a reliable and valid instrument, and justification for its use. Therefore, the results of this study have important implications for further theoretical work in alienation research and contribute to comparative research by examining the construct of school alienation in different educational settings. [less ▲]

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See detailThe transition from youth into adulthood: processes, perspectives, challenges
Willems, Helmut UL; Weis, Daniel UL; Biewers, Sandra UL et al

in MENJE; UL (Eds.) The Transition from Youth into Adulthood. Summary of the National Report on the Situation of Young People in Luxembourg 2015 (2015)

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See detailÜbergänge vom Jugend- ins Erwachsenenalter: Verläufe, Perspektiven, Herausforderungen
Willems, Helmut UL; Weis, Daniel UL; Biewers, Sandra UL et al

in MENJE; UL (Eds.) Übergänge vom Jugend- ins Erwachsenenalter. Kurzfassung des nationalen Berichtes zur Situation der Jugend in Luxemburg 2015 (2015)

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See detailEntwicklung bürgerschaftlicher Teilhabe in der Transitionsphase
Meyers, Christiane UL; Weis, Daniel UL; Scharf, Jan UL et al

in Willems, Helmut (Ed.) Übergänge vom Jugend- ins Erwachsenenalter: Verläufe, Perspektiven, Herausforderungen (2015)

Detailed reference viewed: 82 (21 UL)