Session Information
Paper Session
Contribution
The tripartite general education system of Germany, implicates the same difficulties, as most of the differentiated school systems offer: Diverse large-scale-studies show that adolescents attending “Hauptschulen” (kind of secondary modern school) tend to have more often behavioural problems with peers, are more dissocial, are more frequently delinquent (as offender in acts of violence) and have a higher risk of psychosocial sickness than adolescents attending grammar schools (cf. Hölling/Erhart et. al. 2007, Schlack and Hölling 2007, Stanat, Petra/Kunter, Mareike (2002) concerning national PISA-results of cooperation and communication). High risk groups are especially (1.) boys (2.) children and adolescents from families with lower socio-economic status as well as (3.) children and adolescents from immigrant families. For them the probability of being dissocial, become psychosocially sick or delinquent is nearly twice as high as for girls, non-migrant children and adolescents and children from families with a high socio-economic status.
Because of these findings we analysed the self-perception of the individual and social self regulation of students attending “Hauptschulen” and grammar schools. The main research question and aim of this study was to propose a diagnosis, if and how the self-perception of students in regard to their disposition of individual and social self regulation differs from one kind of school to another one. Since the ability to self-regulate is closely tied to the level of motivation (cf. eg. the concepts of competence from Weinert 2001), we collected also data about the difference of the self-assessed motivation between those groups. In this case, the individual self-regulation is understood as a constant of social self-regulation.
Since social competences insure the coping of social and personal needs (acting in a context of globalisation and modernisation, fulfilment of the individual, psychically and physically unbiased, socially and job-market-related integrated way of life) our study underlines – disregarding the required change of the educational system and the socio-political change – the urgent necessity of specific interventions in Hauptschulen that strengthen the prosocial development of students.
Method
Expected Outcomes
References
DuBois, David/Felner, Robert D. (1996): The Theory and Applications to Clinical Intervention. In: Reinecke, Mark A./Dattilio, Frank M./Freeman, Arthur (Hrsg.): Cognitive Therapy with Children and Adolescents. New York, S. 124-152. Hölling, Heike/Erhart, Michael/Ravens-Sieberer, Ulrike/Schlack, Robert (2007): Verhaltensauffälligkeiten bei Kindern und Jugendlichen. Erste Ergebnisse aus dem Kinder- und Jugendgesundheitssurvey (KiGGS). In: Bundesgesundheitsb- Gesundheitsforsch – Gesundheitsschutz, Nr. 5/6, S. 784-793. Kanning, Uwe Peter (2005): Soziale Kompetenzen. Praxis der Personalpsychologie. Göttingen. Schlack, Robert/Holling, Heike (2007): Gewalterfahrungen von Kindern und Jugendlichen im subjektiven Selbstbericht. Erste Ergebnisse aus dem Kinder- und Jugendgesundheitssurvey (KiGGS). In: Gesundheitsb (sic!) – Gesundheitsforsch (sic!) – Gesundheitsschutz, 5/6, S. 819-826. Stanat, Petra/Kunter, Mareike (2001): Kooperation und Kommunikation In: Baumert, Jürgen/Klieme, Eckhard/Neubrand, Michael u.a. (Hrsg.): PISA 2000 Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen, S. 299-321. Weinert, Franz, E. (2001): Concept of Competence: A Conceptual Clarification. In: Rychen, Dominique, Simone/Salganik, Laura Hersh (Hrsg.): Defining and Selecting Key Competencies. Seattle, S. 43-65.
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