Motivos para estudiar en la vejez: Estructura factorial de Educational Participation Scale (EPS A-form)

Los Programas Universitarios para Mayores (PUM) son un buen recurso para favorecer el aprendizaje permanente y, así, dar respuesta a las principales recomendaciones sociopolíticas para fomentar el envejecimiento activo. Una de las dimensiones clave para el estudio de estos programas es el tipo de razones por las que los mayores se implican en ellos, aspecto ampliamente evaluado a nivel internacional mediante la escala EPS A-form. En este trabajo se analiza la estructura factorial de la versión española de esta prueba, utilizando procedimientos estadísticos coherentes con las directrices actuales para este tipo de análisis, en una muestra de estudiantes del Aula de la Experiencia de la Universidad de XXX (España). Los resultados indican que la versión española de EPS A-form tiene la misma estructura en cuatro subescalas que la original, con índices de consistencia interna entre .83 y .96. Las motivaciones más destacadas fueron las de tipo cognitivo, aunque más de la mitad de los estudiantes participaban en el PUM por más de una razón. Esta escala es una herramienta eficaz de cara al estudio de las motivaciones para estudiar en la vejez, y puede ser útil tanto en la investigación como en el diseño de PUM en España.

The Comparison of Students’ Motivation between Participation in Formal Education and In Music Activities

This study compares different types of regulation that motivate school students to participate in their formal education and in music entertainment. The framework of self-determination is used in this study to convey various forms of regulation that play important roles in driving students to take action in both settings. A survey result based on 207 student respondents in Thailand revealed that although it is not uncommon to anticipate that there could be a variety of reasons for establishing this educational participation, ranging from extrinsic controls to intrinsic values, the students were more likely to be extrinsically and personally pressured in their formal study, compared to participating in music. On the other hand, they were prone to be more intrinsically driven when joining in music activities than studying.

Instrument Development for Socio-Educational Support and Socio-Educational Participation towards Educational Well-Being

The current study aims to develop and validate a questionnaire instrument to measure the socio-environmental support, socio-educational participation and educational well-being indicators using Exploratory Factor Analysis (EFA) and Reliability Analysis among secondary school children in Sri Lanka. The indicators used in the analyses were based on sociological theories, and several past empirical studies identified to have three main constructs. The socio-environmental support construct which is based on Bronfenbrenner’s (1989) ecological theory. The socio-educational participation construct which is developed in line with the Social Capital Theory (Putnam, 1993) and students' educational well-being construct, which was developed based on the Psychosocial Well-being Framework of Sri Lanka (2009). The pilot study was carried out, consisting of 50 secondary school children in Sri Lanka. The study results revealed that the value of Kaiser-Meyer-Olkin (KMO) test results for all constructs was above the cut-off level of 0.5. The Exploratory Factor Analysis of this study demonstrated that 35 items of socio-environmental support construct, 21 indicators of socio-educational participation construct, and 28 items of educational well-being construct were valid for measuring all those constructs. Reliability Analysis shows that each construct and indicators have good internal consistency values. Received: 20 May 2021 / Accepted: 23 July 2021 / Published: 5 September 2021

Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic

This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.

RESEARCHING THE ROLE OF DIGITAL MEDIA IN ENABLING EDUCATIONAL PARTICIPATION OF YOUNG REFUGEES

This paper presents an ongoing joint ethnographic research project by the University of Cologne and the Leuphana University Lüneburg, funded by the German Federal Ministry for Education and Research (BMBF), focusing the role of digital media in facilitating young refugees‘ educational participation (“Bildungsteilhabe Geflüchteter im Kontext digitalisierter Bildungsarrangements”, 2019-2022), The project aims at reconstructing factors that enable educational participation of young refugees in digitally-mediated educational environments. In three extended phases of ethnographic field work (participant observations) and artefact analyses of digital media in non-formal educational contexts such as youth welfare institutions (e.g. residental groups, pedagogical family assistance and youth-cafés) formal educational contexts (e.g. schools, vocational training etc.) and informal spaces (e.g. family, peer activities etc.) implicit and unplanned as well as explicit and pedagogically planned uses of digital media are focused. The central research question in this paper is what importance (if any) does digital media (such as social media sites, apps, smartphones, learning software etc.) have in the everyday life of young refugees when it comes to educational practices and coping in the everyday life. In this context, practices and their relation to aspects of unequal basic conditions (e.g. level of education) and digital inequalities (e.g. reproduction of disadvantages in media usage, differences in media experiences etc.) are analyzed. This paper presents the empirical work in progress focusing methodological and ethical challenges in research at the intersection of sensitive areas such as forced migration, youth welfare, private life and schooling.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.