Jelena Hollmann

You Will Attain My Goal: The Structure of Parental Goals for Children Based on an Adapted Version of the Aspirations Index

This paper deals with parental goals for children, that is, goals parents want their children to attain by the time they reach adulthood. Presenting an adaption of the German Aspirations Index to assess parental goals for children (AI-PG), factorial structure and psychometric properties in a nonclinical sample of German parents of children between 10 and 15 years of age were investigated. Parents (NT1 = 948; NT2 = 670) rated the importance of different parental goals for children. The AI-PG structure was first examined in a subsample of mothers using confirmatory factor analyses. Main results provided support for the hypothesized hierarchical factorial structure. Accordingly, the given 21 items can be assigned to seven first-order factors that reflect goal-contents, and two second-order factors that reflect goals’ motivational orientation as either intrinsic or extrinsic. The questionnaire shows good psychometric properties (i.e., homogeneity, model-based reliability, and stability). Multiple-group analyses confirmed measurement invariance across informants (mothers and fathers), gender of target children (daughters and sons), and measurement time points. Small but significant relationships of the scales with need-threatened environment, parenting practices, and child internalizing behavior problems added to the scale’s construct validity. Results are discussed in terms of the fruitfulness of a concept of parental goals for children within self-determination theory.

Entwicklung und Förderung der Argumentationskompetenz in der Sekundarstufe I: Die Relevanz familiÄrer Ressourcen

Summary In line with recent discussions in educational research and politics, this article deals (A) with argumentative competences as a key to educational participation, especially in secondary school, and (B) with the impact of familial resources on fostering these abilities. After a short description of the interdisciplinary, longitudinal research project Families’ Support in the Acquisition of Discourse and Text Competence in Secondary School (FAcTS/FUnDuS), its design and central constructs, the paper presents different empirical findings (1) on how argumentative competences develop throughout adolescence with regard to school-related, ontogenetic and familial aspects as well as (2) the design and evaluation results of a parenting training (EfA), aiming at the improvement of pupils’ argumentative competences through the change of family interaction. Zusammenfassung Ausgehend von aktuellen bildungswissenschaftlichen und politischen Diskussionen fokussiert dieser Beitrag (A) argumentative Fähigkeiten als Schlüsselkompetenz für Bildungsteilhabe, insbesondere ab der Sekundarstufe, sowie (B) die Relevanz familialer Ressourcen für die Entwicklung und Förderung von Argumentationskompetenz. Nach einer kurzen Beschreibung von Anlage und zentralen Konstrukten des interdisziplinären, longitudinalen Forschungsprojekts Die Rolle familialer Unterstützung beim Erwerb von Diskurs- und Schreibfähigkeiten in der Sekundarstufe I (FUnDuS/ FAcTS) werden in diesem Artikel verschiedene empirische Befunde vorgestellt: (1) Entwicklung argumentativer Fähigkeiten im Jugendalter unter Berücksichtigung schulbezogener, ontogenetischer und familialer Aspekte sowie (2) Design und Evaluationsergebnisse eines Eltern-Trainings (EfA) zur häuslichen Förderung von Argumentationskompetenz von Sekundarschüler*innen auf Basis familialer Interaktionsmuster.