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Direct linkParker, Philip D.; Marsh, Herbert W.; Guo, Jiesi; Anders, Jake; Shure, Nikki; Dicke, Theresa – Journal of Educational Psychology, 2018
In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and…
Descriptors: Case Studies, Academic Aspiration, Social Class, Longitudinal Studies
Biggart, Andy; Järvinen, Tero; Parreira do Amaral, Marcelo – European Education, 2015
In this article institutional and structural factors relating to access to education are assessed. First, the macro frameworks of institutional regulation that exert influence on the educational trajectories of young Europeans are demonstrated. Based on different aspects of these frameworks and drawing from extant research, the article presents a…
Descriptors: Foreign Countries, Access to Education, Educational Practices, Classification
Ule, Mirjana; Živoder, Andreja; du Bois-Reymond, Manuela – International Journal of Qualitative Studies in Education (QSE), 2015
This article explores parental involvement in the educational trajectories of children in Europe. The analysis is embedded in the framework of the three dominant contemporary social processes that have been acknowledged as crucial factors for the educational and life trajectories of young people today, i.e. familialization, institutionalization,…
Descriptors: Parent Participation, Qualitative Research, Parent Attitudes, Economically Disadvantaged
