![]() Hadjar, Andreas ![]() in European Journal of Higher Education (2022), early online Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions – relating to dropout ... [more ▼] Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions – relating to dropout from higher education (HE) and dropout from a specific study programme – that more strongly emphasises individual background characteristics (e.g. gender, social origin, and immigration background). Additionally, we consider students’ satisfaction with the institutional support structures. Using Eurostudent survey data, this conceptual model was tested using structural equation modelling in the international and diverse HE context of Luxembourg. While the fitted model confirmed most of the expected associations of the conventional Spady–Tinto approach, initial study commitment was not linked to social integration (contacts with fellow students). We were able to identify satisfaction with institutional support as a key factor in explaining dropout intention, thus contributing to existing knowledge. In addition, we found that the link between socioeconomic factors and dropout intention from a study programme is not entirely mediated by the Spady–Tinto factors of commitment and integration. [less ▲] Detailed reference viewed: 46 (3 UL)![]() ; Hadjar, Andreas ![]() in International Social Work (2022), 61(1), 17-34 In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned ... [more ▼] In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned behaviour and theories centring on gender role orientations, the empirical base is a random cluster sample of high-school graduates in Switzerland. The results show different gender effects, as well as direct and indirect effects, for all the theory of planned behaviour factors. Gender role orientations and the question of how a social science profession fits one’s own gender identity appear to be of particular importance only among male students. [less ▲] Detailed reference viewed: 117 (9 UL)![]() ; ; Hadjar, Andreas ![]() in International Journal of Comparative Sociology (2022), early online This is the second special issue of the International Journal of Comparative Sociology on the role of education systems as institutional settings on the reproduction of inequalities. The first was ... [more ▼] This is the second special issue of the International Journal of Comparative Sociology on the role of education systems as institutional settings on the reproduction of inequalities. The first was published in January 2021 and included papers that explored the role of shadow education and country characteristics during early childhood on educational inequalities. This special issue includes three papers that focus on stratification of the education system as a key driver of educational inequalities, cumulative (dis)advantage in the access to higher education, and student experiences in national educational systems. While we already elaborated on the research program, conceptual framework, and methodological challenges in the first introduction, we will deal with the current state-of-research in this second introduction. [less ▲] Detailed reference viewed: 41 (0 UL)![]() Gewinner, Irina ![]() ![]() ![]() in University of Luxembourg, LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 25 (0 UL)![]() Hadjar, Andreas ![]() in socialpolicy.ch (2021), early online Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and ... [more ▼] Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and supranational contexts. In this article, we address the link between social and educational policies with respect to educational inequalities. Educational policies aim to guarantee opportunities throughout educational trajectories and beyond. They pertain to all areas and the entire duration of the human life. Our contribution to socialpolicy.ch introduces the ongoing Horizon 2020 project PIONEERED on educational inequalities by elaborating on the social problems behind those dis-parities, and by outlining the project’s conceptual and methodological approaches that join together multilevel, intersectional and life-course perspectives. [less ▲] Detailed reference viewed: 39 (1 UL)![]() ; ; Hadjar, Andreas ![]() in Frontiers in Psychology (2021), 12 A core debate in authoritarianism research relates to the stability of authoritarianism, i.e., whether it is a dispositional phenomenon socialized in early childhood or even genetically predisposed, or ... [more ▼] A core debate in authoritarianism research relates to the stability of authoritarianism, i.e., whether it is a dispositional phenomenon socialized in early childhood or even genetically predisposed, or whether it is impacted by time-sensitive, exterior conditions. Whereas certain individual authoritarian tendencies emerge as a rather stable personality trait, there is also empirical evidence for a dynamic influence of external factors. This review article provides a conceptual multilevel framework for the study of authoritarianism and offers an insight into the state-of-research on socialization and situational influences, with a particular focus on threat. Findings are discussed with regard to key theories of authoritarianism. [less ▲] Detailed reference viewed: 59 (1 UL)![]() Hadjar, Andreas ![]() in European Journal of Education (2021), 56(1), 9-26 This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well ... [more ▼] This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio-economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations. [less ▲] Detailed reference viewed: 70 (5 UL)![]() ; Hadjar, Andreas ![]() in Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Eds.) Handbuch Schulforschung (2021) Die Bedeutung der Schule als Bildungsinstitution nahm mit der Einführung der Schulpflicht im 18. und 19. Jahrhundert in vielen Regionen Europas zu. Aus der Industrialisierung in den europäischen Ländern ... [more ▼] Die Bedeutung der Schule als Bildungsinstitution nahm mit der Einführung der Schulpflicht im 18. und 19. Jahrhundert in vielen Regionen Europas zu. Aus der Industrialisierung in den europäischen Ländern ergab sich einerseits die Notwendigkeit der Alphabetisierung der breiten Bevölkerung und andererseits – im Zuge der zunehmenden Arbeitsteilung sowie Trennung von Erwerbs- und Reproduktionssphäre – die Kinder während der Arbeitszeit der Eltern zu betreuen. Infolgedessen entwickelte sich seit dem ausgehenden 19. Jahrhundert mit etlichen Vorläufern ein differenziertes staatlich geregeltes Bildungs- und Betreuungssystem. Bildung begann somit als Alphabetisierungs- und Betreuungsnotwendigkeit und höhere Bildung blieb bis in die Weimarer Republik (und teilweise bis in die Anfänge der Bundesrepublik im westlichen Teil Deutschlands) meist nur Jungen und Männern aus bürgerlichen und wohlhabenden Familien vorbehalten. Erst im Zuge der Modernisierungsprozesse des 20. Jahrhunderts wandelte sich Schulbildung zu einem Allgemeingut. Im Zuge der „Bildungsexpansion“, dem Ausbau von Bildungseinrichtungen und einer zunehmenden Bildungsnachfrage, die auch mit einer differenzierten Ausbildung und Qualifikation von Personal einherging, ist Schulbildung notwendige Voraussetzung für alle folgenden Qualifikationen in der Berufs- ebenso wie der Hochschulbildung geworden. Seitdem hat sich die Schule als wichtiges gesellschaftliches Subsystem etabliert und neben den eingangs erwähnten anfänglichen Aufgaben übernimmt Schule bedeutsame Funktionen für den Fortbestand der Gesellschaft. Schule hat sich nicht nur zu einer Bildungsanstalt, sondern auch zu einem Berechtigungswesen entwickelt, das Bildungschancen zuweist, die zentrale Voraussetzungen für den späteren Berufserwerb, Status, Einkommen sind. Letztere Aspekte sind wiederum mit weiteren Lebenschancen eng verknüpft, zum Beispiel politischer Partizipation, Gesundheit und Lebenserwartung. Im Folgenden wird der Beitrag nach begrifflich-theoretischen Bestimmungen von sozialer Ungleichheit und Bildungsungleichheit auf historische Meilensteine der Schulforschung eingehen. Anschließend werden zentrale Themen und Befunde der aktuellen Schulforschung zur sozialen Ungleichheit – von Merkmalen von Schüler*innen auf der individuellen Ebene über Lehrpersonen und Elternhaus hin zu Schulkulturen, Schüler*innenkomposition und Bildungssystem auf höheren Analyseebenen – in sechs Abschnitten näher ausgeführt. Zum Schluss geben wir einen Ausblick auf Trends und Desiderate. [less ▲] Detailed reference viewed: 158 (7 UL)![]() ; Hadjar, Andreas ![]() in International Journal of Environmental Research and Public Health (2021), 18(4), Background: Online or internet gaming disorder (IGD) is currently not recognized as a mental disorder in the actual Diagnostic and Statistical Manual of Mental Disorders (DSM-5), although it is an ... [more ▼] Background: Online or internet gaming disorder (IGD) is currently not recognized as a mental disorder in the actual Diagnostic and Statistical Manual of Mental Disorders (DSM-5), although it is an emerging disease. Non-substance-related addictions often have similarities with substance addictions. It is therefore important to have a good understanding of the client but also to have a good endurance. Due to the rise of e-sports, there is an anticipated and therefore possible trend to have many more patients with a non-substance addiction. There are many parallels, for instance tolerance, withdrawal and social problems, resulting from an increasing investment of time spent on the internet. Case presentation: To reduce possible inhibition in treating a patient with IGD, we present a case of a 19-year-old adolescent man who exhibited IGD and showed social problems associated with his addiction. Conclusions: This paper shows the importance and the effects of treating a non-substance addiction with cognitive behavioral therapy (CBT). After having successfully coped with an addiction, several shifts in addiction were often reported. In this case, no shifts were reported. The absence of such shifts makes our case a distinct and unique case. This is not a multimorbidity case, and that is the reason why we think this is an excellent example to show what we achieved, how we achieved it, and what we could establish. Of course, additional research and manuals are urgently needed. [less ▲] Detailed reference viewed: 69 (3 UL)![]() ; Hadjar, Andreas ![]() in Children and Youth Services Review (2021), early online This article presents empirical results from a study (2015–2018) on young people leaving care in Luxembourg. A special focus deals with the processes of transitioning from care to work. Education appears ... [more ▼] This article presents empirical results from a study (2015–2018) on young people leaving care in Luxembourg. A special focus deals with the processes of transitioning from care to work. Education appears to be crucial for a successful transition, as it determines life chances, such as labour market chances, but so far inequality studies have neither researched transitions from care nor have the theoretical concepts developed in inequality research been used to understand the situation of care leavers. They might help to explain the different mechanisms behind the disadvantages of students in foster and residential care and their educational attainment. This paper thus attempts to theorise leaving care from an inequality perspective and the interdependencies with concepts of relational agency, taking into account the heterogeneity among care leavers, their trajectories and achievements (see also Göbel, Hadjar, Karl, Peters, & Jäger, 2020). The main objective of our analysis is to investigate how agency is achieved in the transition from school to work among care leavers, taking into consideration institutional pathways (continuities and discontinuities) in the care and the educational system. [less ▲] Detailed reference viewed: 69 (11 UL)![]() ; Hadjar, Andreas ![]() in Rubach, Charlott; Lazarides, Rebecca (Eds.) Emotionen in Schule und Unterricht – Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden (2021) Detailed reference viewed: 62 (2 UL)![]() ; ; Hadjar, Andreas ![]() in Journal of Cross-Cultural Psychology (2021), early online Existing studies show that there is a positive association between pro-migrant integration policies and the subjective well-being of immigrants. However, there is a lack of research elucidating the ... [more ▼] Existing studies show that there is a positive association between pro-migrant integration policies and the subjective well-being of immigrants. However, there is a lack of research elucidating the relations between migrant integration policies and the subjective well-being of the host (i.e., non-migrant) population. This study is based on European data and uses multilevel analysis to clarify the relations between migrant integration policy (both as a whole and its eight separate components such as: Labor market mobility and Family reunion) and the subjective well-being of the non-immigrant population in European countries. We examined relations between the Migrant Integration Policy Index (MIPEX) for 22 countries in Europe and subjective well-being, as assessed by the European Social Survey (ESS) data. The results demonstrated that there is a positive relation between the MIPEX and subjective well-being for non-immigrants. Considering different components of the MIPEX separately, we found most of them being positively related to the subjective well-being of non-immigrants. As no negative relationship was identified between any of the eight MIPEX components and subjective well-being, policies in favor of immigrant integration also seem to benefit the non-immigrant population. [less ▲] Detailed reference viewed: 43 (1 UL)![]() ; de Moll, Frederick ![]() in Youth and Society (2021), early online Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents’ educational outcomes, both through direct support or indirectly via ... [more ▼] Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents’ educational outcomes, both through direct support or indirectly via supportive attitudes that foster students’ bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school alienation. This study investigated the role of socialization agents in the development of school alienation among 544 secondary school students in Switzerland and 535 secondary school students in Luxembourg in grades 7 to 9. Results of structural equation modeling showed that the role of socialization agents varies across the school alienation domains and educational contexts, with peers having the most substantial impact on all three domains of alienation in both countries. [less ▲] Detailed reference viewed: 44 (2 UL)![]() ; ; et al E-print/Working paper (2021) How does noise generated by researcher decisions undermine the credibility of science? We test this by observing all decisions made among 73 research teams as they independently conduct studies on the ... [more ▼] How does noise generated by researcher decisions undermine the credibility of science? We test this by observing all decisions made among 73 research teams as they independently conduct studies on the same hypothesis with identical starting data. We find excessive variation of outcomes. When combined, the 107 observed research decisions taken across teams explained at most 2.6 of the total variance in effect sizes and 10 of the deviance in subjective conclusions. Expertise, prior beliefs and attitudes of the researchers explain even less. Each model deployed to test the hypothesis was unique, which highlights a vast universe of research design variability that is normally hidden from view and suggests humility when presenting and interpreting scientific findings. [less ▲] Detailed reference viewed: 74 (5 UL)![]() ; ; Hadjar, Andreas ![]() in International Journal of Comparative Sociology (2021), early online The second special issue of International Journal of Comparative Sociology (IJCS) on the role of education systems as institutional settings on the reproduction of inequalities includes three papers that ... [more ▼] The second special issue of International Journal of Comparative Sociology (IJCS) on the role of education systems as institutional settings on the reproduction of inequalities includes three papers that focus on stratification of the education system as key driver of educational inequalities, the role of digital inequalities in the school and beyond, as well as how students navigate through the institutional setting of the Taiwanese education system. While we already elaborated on the research program, conceptual framework, and methodological challenges in the first introduction (published in January 2021), we will deal with the current state-of-research in this second introduction. [less ▲] Detailed reference viewed: 32 (0 UL)![]() ; ; et al E-print/Working paper (2021) The paper reports findings from a crowdsourced replication. Eighty-four replicator teams attempted to verify results reported in an original study by running the same models with the same data. The ... [more ▼] The paper reports findings from a crowdsourced replication. Eighty-four replicator teams attempted to verify results reported in an original study by running the same models with the same data. The replication involved an experimental condition. A “transparent” group received the original study and code, and an “opaque” group received the same underlying study but with only a methods section and description of the regression coefficients without size or significance, and no code. The transparent group mostly verified the original study (95.5%), while the opaque group had less success (89.4%). Qualitative investigation of the replicators’ workflows reveals many causes of non-verification. Two categories of these causes are hypothesized, routine and non-routine. After correcting non-routine errors in the research process to ensure that the results reflect a level of quality that should be present in ‘real-world’ research, the rate of verification was 96.1 in the transparent group and 92.4 in the opaque group. Two conclusions follow: (1) Although high, the verification rate suggests that it would take a minimum of three replicators per study to achieve replication reliability of at least 95 confidence assuming ecological validity in this controlled setting, and (2) like any type of scientific research, replication is prone to errors that derive from routine and undeliberate actions in the research process. The latter suggests that idiosyncratic researcher variability might provide a key to understanding part of the “reliability crisis” in social and behavioral science and is a reminder of the importance of transparent and well documented workflows. [less ▲] Detailed reference viewed: 70 (3 UL)![]() ; Hadjar, Andreas ![]() in International Journal of Comparative Sociology (2021), early online This is the introduction into the first of multiple themed issues of International Journal of Comparative Sociology (IJCS) that are dedicated to the role of education systems as institutional settings on ... [more ▼] This is the introduction into the first of multiple themed issues of International Journal of Comparative Sociology (IJCS) that are dedicated to the role of education systems as institutional settings on the reproduction of inequalities. While Introduction I presents the research program, outlines a conceptual background and discusses methodological challenges in the study of how education systems shape inequalities, introductions to the successive themed issues will deal with the current state-of-research and finally with research desiderata in terms of an outlook. The contributions will be presented at the end of each introduction. The contributions of this themed issue focus on the role of country characteristics during early childhood and the role of shadow education on educational inequalities. [less ▲] Detailed reference viewed: 68 (1 UL)![]() Hadjar, Andreas ![]() ![]() in University of Luxembourg, LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 29 (1 UL)![]() Hadjar, Andreas ![]() in International Journal of Educational Research (2020), early online What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and ... [more ▼] What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles. [less ▲] Detailed reference viewed: 132 (3 UL)![]() Göbel, Sabrina ![]() ![]() in Children and Youth Services Review (2020) Detailed reference viewed: 83 (2 UL) |
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