Jan Scharf
Biographic Data
| ID | 378372 |
|---|---|
| NAME | Jan Scharf |
| GIVEN NAMES | Jan |
| FAMILY NAME | Scharf |
| SIGNATURE | SCHARF J |
| AFFILIATIONS | DIPF | Leibniz Institute for Research and Information in Education |
| ORCID | 0000-0002-9243-1128 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Occupational and familial long-term effects of gender role attitudes
Gender role attitudes can explain gender differences in occupational success and familial and domestic responsibilities. These attitudes are especially salient during emerging adulthood as young adults lay the first foundations for their future career paths and familial decisions. We aim to determine whether gender role attitudes in young adulthood have long-term consequences for occupational success and familial and household responsibilities 9 …
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 ( N = 294…
Kulturelle Bildung – hausgemacht? Zum Effekt elterlichen kulturellen Kapitals auf die kulturellen Aktivitäten von Jugendlichen
Im vorliegenden Beitrag wird aufgezeigt, dass elterliches kulturelles Kapital für den Zugang zu kultureller Bildung von Jugendlichen eine wesentliche Rolle spielt. Es wird argumentiert, dass die intergenerationale Weitergabe von kulturellem Kapital einen Mechanismus darstellt, der ungleiche Chancen auf Teilhabe an kultureller Bildung von Generation zu Generation perpetuieren kann. Der Beitrag stützt sich auf die Kapitaltheorie Pierre Bourdieus un…
How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context
Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views reg…
Rapid expansion of academic upper secondary graduation in Germany—Changing social inequalities in the transition to secondary and to tertiary education
School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support
Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school ali…
The Development of Gender Role Attitudes During Adolescence: Effects of Sex, Socioeconomic Background, and Cognitive Abilities
How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence). Four waves of the large-scale longitudinal German data…
Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style…
Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education syste…
Primäre und sekundäre Herkunftseffekte über den Verlauf der Sekundarstufe: Eine Dekomposition an drei Bildungsübergängen
Die Sekundarstufe ist gekennzeichnet durch eine Sequenz von Übergängen, an denen Ungleichheiten durch Leistungsdisparitäten (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) nach sozialer Herkunft relevant werden. Diese Herkunftseffekte werden mit dem vorliegenden Beitrag erstmals anhand von Daten einer vollständigen Schülerkohorte (Hamburger KESS-Studie) über den gesamten Verlauf der Sekundarstufe vom Übergang ins Gymnasium bis zu…
Applying social production function theory to benefits of schooling: The concept of values of education
Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducin…
The value of education among immigrants and non-immigrants and how this translates into educational aspirations: A comparison of four European countries
Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective belief that education is beneficial for one’s life, in idealistic and realistic educational aspirations in four distinct institutional settings, comparing Sweden, Germany, the Netherlands and England. While the first part of the analyses relates to h…
Do students’ language backgrounds explain achievement differences in the Luxembourgish education system
What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achieveme…
The value of education among immigrants and non-immigrants and how this translates into educational aspirations: A comparison of four European countries
Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective belief that education is beneficial for one’s life, in idealistic and realistic educational aspirations in four distinct institutional settings, comparing Sweden, Germany, the Netherlands and England. While the first part of the analyses relates to h…
Applying social production function theory to benefits of schooling: The concept of values of education
Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducin…
School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support
Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school ali…
Rapid expansion of academic upper secondary graduation in Germany—Changing social inequalities in the transition to secondary and to tertiary education
The Development of Gender Role Attitudes During Adolescence: Effects of Sex, Socioeconomic Background, and Cognitive Abilities
How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence). Four waves of the large-scale longitudinal German data…
Do students’ language backgrounds explain achievement differences in the Luxembourgish education system
What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achieveme…
Applying social production function theory to benefits of schooling: The concept of values of education
Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducin…
The value of education among immigrants and non-immigrants and how this translates into educational aspirations: A comparison of four European countries
Starting out from the frequent empirical finding that immigrants exhibit higher educational aspirations than non-immigrants, we analyse the role of immigrants’ value of education, i.e. the subjective belief that education is beneficial for one’s life, in idealistic and realistic educational aspirations in four distinct institutional settings, comparing Sweden, Germany, the Netherlands and England. While the first part of the analyses relates to h…
Do students’ language backgrounds explain achievement differences in the Luxembourgish education system
What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achieveme…
Primäre und sekundäre Herkunftseffekte über den Verlauf der Sekundarstufe: Eine Dekomposition an drei Bildungsübergängen
Die Sekundarstufe ist gekennzeichnet durch eine Sequenz von Übergängen, an denen Ungleichheiten durch Leistungsdisparitäten (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) nach sozialer Herkunft relevant werden. Diese Herkunftseffekte werden mit dem vorliegenden Beitrag erstmals anhand von Daten einer vollständigen Schülerkohorte (Hamburger KESS-Studie) über den gesamten Verlauf der Sekundarstufe vom Übergang ins Gymnasium bis zu…
Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style…
Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education syste…
The Development of Gender Role Attitudes During Adolescence: Effects of Sex, Socioeconomic Background, and Cognitive Abilities
How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence). Four waves of the large-scale longitudinal German data…
Rapid expansion of academic upper secondary graduation in Germany—Changing social inequalities in the transition to secondary and to tertiary education
School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support
Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school ali…
Kulturelle Bildung – hausgemacht? Zum Effekt elterlichen kulturellen Kapitals auf die kulturellen Aktivitäten von Jugendlichen
Im vorliegenden Beitrag wird aufgezeigt, dass elterliches kulturelles Kapital für den Zugang zu kultureller Bildung von Jugendlichen eine wesentliche Rolle spielt. Es wird argumentiert, dass die intergenerationale Weitergabe von kulturellem Kapital einen Mechanismus darstellt, der ungleiche Chancen auf Teilhabe an kultureller Bildung von Generation zu Generation perpetuieren kann. Der Beitrag stützt sich auf die Kapitaltheorie Pierre Bourdieus un…
How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context
Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views reg…
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 ( N = 294…
Occupational and familial long-term effects of gender role attitudes
Gender role attitudes can explain gender differences in occupational success and familial and domestic responsibilities. These attitudes are especially salient during emerging adulthood as young adults lay the first foundations for their future career paths and familial decisions. We aim to determine whether gender role attitudes in young adulthood have long-term consequences for occupational success and familial and household responsibilities 9 …
Psychology (9 works) · Political science (8 works) · Sociology (6 works) · Intergenerational and Educational Inequality Studies (5 works) · Medicine (5 works) · Alienation (4 works) · Economics (4 works) · Mathematics (4 works) · Mathematics education (4 works) · Pedagogy (4 works)