Bibliographies du service Veille et Analyses, IFÉ

WIKINDX Resources

Räty Hannu, Leinonen Tuulia & Snellman Leila (2002). « Parents' Educational Expectations and their Social-Psychological Patterning ». Scandinavian Journal of Educational Research, vol. 46, n° 2, p. 129–144. ISSN 0031-3831. 
Added by: Marie Gaussel (21 Jun 2010 11:18:42 Europe/Paris)   Last edited by: Marie Gaussel (13 Jul 2010 14:49:51 Europe/Paris)
Resource type: Journal Article
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Raty2002
Categories: General
Keywords: Ă©valuation, parents
Creators: Leinonen, Räty, Snellman
Collection: Scandinavian Journal of Educational Research
Views: 637/1131
Views index: 10%
Popularity index: 2.5%
Abstract     
This study set out to examine the ways in which the educational position of parents organizes the associations between their assessments of the competence of their children and their educational expectations for their children. The subjects represented two contrasting groups in terms of their post-primary education: academically educated (n = 126) and vocationally educated (n = 375) parents. They were asked to assess their child's abilities and school success and to estimate the probability of their child's entering gymnasium (upper secondary school). The results indicated that for the academically educated parents their child's entering gymnasium was almost self-evident, whereas for the vocationally educated parents it was a choice situation. The educational expectations of the vocationally educated parents were more strongly and in more ways patterned according to the competence estimations than were those of the academically educated parents. The expectations of the academically educated parents were organized by a dualistic differentiation between the cognitive and the practical abilities, while those of the vocationally educated parents were organized by their assessments of the child's cognitive competence and school orientation. The findings suggest that the interpretations parents make of their children's competence can be regarded as social representations of educability: they organize educational expectations socially, contain an evaluative hierarchy of abilities and their use varies according to the educational position of the parent.
Added by: Marie Gaussel  Last edited by: Marie Gaussel
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 55 | Script execution: 0.39416 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
Nous écrire
accueil Veille et Analyses    |     nouveautés    |     dossiers d'actualité        

École normale supérieure de Lyon
Institut français de l'Éducation
Veille et Analyses
15 parvis René-Descartes BP 7000 . 69342 Lyon cedex 07
Standard : +33 (0)4 72 76 61 00
Télécopie : +33 (0)4 72 76 61 93