References of "Hadjar, Andreas 50001921"
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See detailWho aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
Hadjar, Andreas UL; Scharf, Jan; Hascher, Tina

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 ▲]

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See detailAgency and the school-to-work transition of care leavers: A retrospective study of Luxembourgish young people
Göbel, Sabrina; Hadjar, Andreas UL; Karl, Ute et al

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 ▲]

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See detailA Typical Case Report: Internet Gaming Disorder Psychotherapy Treatment in Private Practice
Niedermoser, Daryl Wayne; Hadjar, Andreas UL; Ankli, Vivian et al

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 ▲]

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See detailSchule und soziale Ungleichheit
Deppe, Ulrike; Hadjar, Andreas UL

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 ▲]

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See detailEntfremdung von der Schule - Theoretische Grundlagen und Forschungsstand
Hascher, Tina; Hadjar, Andreas UL

in Rubach, Charlott; Lazarides, Rebecca (Eds.) Emotionen in Schule und Unterricht – Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden (2021)

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See detailHow Migration Policy Shapes the Subjective Well-Being of the Non-immigrant Population in European Countries
Tatarko, Alexander; Jurcik, Tomas; Hadjar, Andreas UL

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 ▲]

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See detailInstitutional characteristics of education systems and inequalities—Introduction I
Gross, Christiane; Hadjar, Andreas UL

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 ▲]

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See detailChanges in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
Hadjar, Andreas UL; Grecu, Alyssa; Scharf, Jan et al

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 ▲]

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See detailRezension – Julia Reuter, Markus Gamper, Christina Möller, & Frerk Blome (Hrsg)
Hadjar, Andreas UL

in Diskurs Kindheits- und Jugendforschung (2020), 15(3), 343-344

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See detailSchool alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective
Morinaj, Julia; Hadjar, Andreas UL; Hascher, Tina

in Social Psychology of Education (2020), 23

Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ ... [more ▼]

Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. https ://doi.org/10.1080/00131 881.2018.14430 21), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students. [less ▲]

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See detailStudents’ trajectories through higher education: a review of quantitative research
Haas, Christina UL; Hadjar, Andreas UL

in Higher Education (2020), 1099-1118(79), 6

With the increasing availability of high-quality longitudinal data on students in higher education, scholars’ interest in how students proceed through higher education has risen. So far, the research ... [more ▼]

With the increasing availability of high-quality longitudinal data on students in higher education, scholars’ interest in how students proceed through higher education has risen. So far, the research field is diverse in theoretical perspectives and methodological approaches. Thus, based on 27 studies published in (higher) education research journals during the past two decades, this literature review provides an overview of the theoretical concepts, methodologies and main empirical findings in the study of students’ trajectories in higher education. The results depict a US dominated research field. Most theoretical frameworks are based on student’s decision-making. Across different country contexts and research designs—ranging from descriptions of student trajectories to studies predicting who engages in which types of trajectories to sequential trajectory reconstruction—we found that historically disadvantaged groups in higher education such as students from low social origin follow less linear and less smooth higher education trajectories. However, while the field of comparative education is growing steadily and may significantly contribute to explaining the link between the realization of students’ opportunities and the way how higher education is designed and implemented both on the national and local level, there were no cross-country comparison studies on higher education trajectories. [less ▲]

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See detailSoziale Mobilität
Hadjar, Andreas UL

in Bonvin, Jean-Michel; Maeder, Pascal; Knöpfel, Carlo (Eds.) et al Wörterbuch der Schweizer Sozialpolitik (2020)

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See detailWhy are male students less likely to opt for social science courses? A theory-driven analysis
Haunberger, Sigrid; Hadjar, Andreas UL

in International Social Work (2020), early online

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 ▲]

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See detailThe role of future orientations and future life goals in achievement among secondary school students in Switzerland
Hadjar, Andreas UL; Niedermoser, Daryl Wayne

in Journal of Youth Studies (2019), 22(9), 1184-1201

Focusing on the agency feature of considering the future, we study the role of general future orientations and specific future life goals in educational achievement (Grade Point Average) and related ... [more ▼]

Focusing on the agency feature of considering the future, we study the role of general future orientations and specific future life goals in educational achievement (Grade Point Average) and related educational inequalities. These factors are more remote from the outcome of educational attainment than are such frequently studied predictors as educational aspirations. Our research areas include: a) the link between future orientations and educational achievement; b) the link between certain future life goals (conceptualised along the lines of the values circumplex of Schwartz 1992) and achievement; and c) differences in future orientations and future life goals constituted by social origin and gender. Our analyses are based on a data set of Swiss eighthgraders (N = 772). While information on school marks is of an administrative nature (teachers’ records) and related to the end of the term, all other variables were gathered during term time from the students. However, some of the findings are counter-intuitive, such as anticipation of the future not being positively associated with achievement. Although the results indicate certain disparities in future goals, they only explain some part of the disparities in achievement. [less ▲]

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See detailBildungsverläufe und Agency von Care-Leaver_innen in Luxemburg
Göbel, Sabrina; Hadjar, Andreas UL; Karl, Ute et al

in Göbel, Sabrina; Karl, Ute; Lunz, Marei (Eds.) et al Wege junger Menschen aus Heimen und Pflegefamilien. Agency in schwierigen Übergängen (2019)

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See detailAnalyzing Drawings to Explore children’s Concepts of an Ideal School: Implications for the Improvement of children’s Well-Being at School
Simoes Lourêiro, Kevin UL; Grecu, Alyssa Laureen UL; de Moll, Frederick UL et al

in Child Indicators Research (2019), early online

Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance ... [more ▼]

Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance of obtaining the children’s perspective. To do so, we analyzed Luxembourgish primary school children’s drawings (n = 150; age 10) using visual grounded theory methodology. The results were centered on 10 main underlying themes that indicated children’s conceptualizations of their dream school in which particular attention was paid to the design of the school buildings, playgrounds, and classrooms. Children’s written inputs showed the boundaries of visual expression, as they mentioned different desires beyond those conveyed by the drawings. In addition to fancy aesthetics of the school environment, material conditions such as playground facilities were found to be a significant part of the children’s dream schools. Our analyses offer meaningful insights into children’s perceptions of an educational environment that fosters well-being, thereby functioning as a blueprint for adults’ efforts to improve schools in a more child-friendly manner. [less ▲]

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See detailTeachers’ images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg
Grecu, Alyssa Laureen UL; Hascher, Tina; Hadjar, Andreas UL

in Studia Paedagogica (2019), 24(2), 85-108

Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of ... [more ▼]

Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students’ increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change in school culture represented by the teachers’ image of the ideal student and school alienation in the educational context of Luxembourg. The methodolog y follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students’ educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school’s cultures. [less ▲]

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See detailIntegration und Bildung
Hadjar, Andreas UL; Becker, Rolf

in Pickel, Gert; Decker, Oliver; Kailitz, Steffen (Eds.) et al Handbuch Integration (2019)

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von ... [more ▼]

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von den Funktionen von Bildung – Vermittlung von Kenntnissen und Fähigkeiten, Vergabe von auf dem Arbeitsmarkt umsetzbaren Zertifikaten, Sozialisation von Normen und Werten – ausgegangen. Im theoretischen Teil wird ein Überblick gegeben über Konzeptionen zur Analyse von Bildung und Integration. Im empirischen Teil wird der Forschungsstand im Hinblick auf integrationsrelevante Bildungsfolgen unter besonderer Berücksichtigung von Folgen der Bildungsexpansion zusammengefasst. [less ▲]

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See detailSchulische Kontexte, Schulentfremdung und Bildungsarmut
Hadjar, Andreas UL; Scharf, Jan; Grecu, Alyssa Laureen UL

in Quenzel, Gudrun; Hurrelmann, Klaus (Eds.) Handbuch Bildungsarmut (2019)

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