Kaspar Burger
Dados Biográficos
| ID | 4207183 |
|---|---|
| NOME | Kaspar Burger |
| PRENOMES | Kaspar |
| SOBRENOME | Burger |
| ASSINATURA | BURGER K |
| AFILIAÇÕES | University of Geneva |
| ORCID | 0000-0001-5582-7062 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 153 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
“Are my needs heard?” A qualitative study on the psychosocial needs of unaccompanied minors in Switzerland
The intergenerational reproduction of self-direction at work
In his path-breaking monograph, Class and Conformity, Melvin Kohn reasoned that parents prepare their children for the same conditions of work that they themselves experience. Kohn and his colleagues’ research focused on the influence of parental self-direction at work on parental child-rearing values and practices, as well as the self-directed values of children. The intergenerational transmission of occupational self-direction from parents to t…
Is Intergroup Contact Desired by Migrants? The Case of Unaccompanied Minors in Switzerland
Intergroup contact has been shown to reduce prejudice and promote positive relationships between members of different groups, as in the case of the integration of migrants. Nevertheless, extant research has not explored the crucial question of whether members of the migrant group express a desire for contact with the host group. To explore this question, we collected and collated a rare set of data to create a substantial corpus of semi‐structure…
Origins, belonging, and expectations
Research has shown that socioeconomic and psychological resources may influence educational trajectories. There are still unanswered questions, however, about the unique roles of these resources and the interplay between them. We consider two such questions: First, how do major psychological resources-a sense of school belonging and optimistic future expectations-predict educational trajectories when controlling for the effect of socioeconomic re…
Mental health, gender, and higher education attainment
We compared the mental health of higher education students with that of nonstudents. Moreover, we examined whether the mental health of students predicts their probability of obtaining a higher education degree, and whether the extent to which mental health affects educational attainment varies by gender. Drawing on a risk and resilience framework, we considered five facets of mental health that may be implicated in distinct ways in the education…
Mental health and educational attainment
Developmental science suggests that the consequences of mental health problems for life-course outcomes may depend on the timing of their onset. This study investigated the extent to which mental health predicted educational attainment at ages 17, 20, and 25 and whether gender moderated the links between mental health and educational attainment. It used data from Next Steps, a nationally representative panel survey of individuals born in 1989/199…
Welfare state policy and educational inequality
Proponents of welfare policy have argued that publicly funded early childhood education and care (ECEC), paid parental leave, and family benefits spending can weaken the influence of social background on educational outcomes by providing a supplementary source of early investment that particularly benefits disadvantaged families. We analyze whether the welfare state context in which children spend their early childhood (ages 0-5) moderates the as…
Making it to the Academic Path in a Tracked Education System
Little is known about the role of agency in transitions in tracked education systems or whether it varies by socioeconomic background. This study addressed this gap by estimating structural equation models based on longitudinal data that are representative of the German- and French-speaking parts of Switzerland ( N = 1273 individuals, surveyed from age 6 to 18, mean age at wave 1: M age = 6.54, SD age = 0.50, female = 49%). The findings reveal th…
Disentangling the interplay of the sense of belonging and institutional channels in individuals’ educational trajectories
Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destina…
Making it against the odds
INTRODUCTION: This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students. METHODS: The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for ac…
Socioeconomic origin, future expectations, and educational achievement
Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) …
Human Agency in Educational Trajectories
In the research on life-course outcomes, there is a long-standing debate on the relative importance of institutional structure and human agency. This study examines how structure and agency influence educational trajectories in Switzerland. The Swiss education system is hierarchically differentiated but permeable, providing both standard and non-standard pathways to higher education. Using data from a 15-year panel survey, the study assesses, fir…
Negative life events, self-efficacy, and social support
Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions and dropout c…
Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage
The socio-spatial dimension of educational inequality
The subjective importance of children’s participation rights
This study examined how children appraise the importance of their participation rights-that is, the right to express their views and the right to be heard-and whether such appraisals vary as a function of perceived discrimination in the school environment. The sample comprised 1,006 children (9.6-14.3 years of age; 51% boys) from 14 public primary schools in Geneva, Switzerland. Results indicate that a majority of children considered their partic…
The role of social and psychological resources in children's perception of their participation rights
The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction
A Transdisciplinary Approach to Research on Early Childhood Education
There is much debate on early childhood education in research, politics, and society at large. Furthermore, early childhood education research and policy have become increasingly complex and multidimensional. Nonetheless, transdisciplinary research frameworks are still scarce. This report gives insights into a project that used a transdisciplinary approach, outlining its conceptualization and its potential for the definition and analysis of issue…
Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations
Intergenerational transmission of education in Europe
Early Childhood Care and Education and Equality of Opportunity
Early Childhood Care and Education and Equality of Opportunity
Early Childhood Care and Education and Equality of Opportunity
Sylke Bartmann / Axel Fehlhaber / Sandra Kirsch / Wiebke Lohfeld (Hrsg.)
Rezension von: Sylke Bartmann / Axel Fehlhaber / Sandra Kirsch / Wiebke Lohfeld (Hrsg.): „Natürlich stört das Leben ständig“, Perspektiven auf Entwicklung und Erziehung, Wiesbaden: VS Verlag für Sozialwissenschaften 2009, 185 S
How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds
Intergenerational transmission of education in Europe
The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction
Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage
Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations
Socioeconomic origin, future expectations, and educational achievement
Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) …
Mental health and educational attainment
Developmental science suggests that the consequences of mental health problems for life-course outcomes may depend on the timing of their onset. This study investigated the extent to which mental health predicted educational attainment at ages 17, 20, and 25 and whether gender moderated the links between mental health and educational attainment. It used data from Next Steps, a nationally representative panel survey of individuals born in 1989/199…
Disentangling the interplay of the sense of belonging and institutional channels in individuals’ educational trajectories
Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destina…
Human Agency in Educational Trajectories
In the research on life-course outcomes, there is a long-standing debate on the relative importance of institutional structure and human agency. This study examines how structure and agency influence educational trajectories in Switzerland. The Swiss education system is hierarchically differentiated but permeable, providing both standard and non-standard pathways to higher education. Using data from a 15-year panel survey, the study assesses, fir…
The role of social and psychological resources in children's perception of their participation rights
"Denen von milder Gunst des Schicksals kein wohlgeordnetes Familienleben vergönnt war." Kleinkinderbewahranstalten und Kindergärten in Freiburg 1848-1945
What Awaits the Tuba-Player in Harmonica
My brief entry is on this concerto for a neglected orchestral instrument, the tuba. In light-hearted but meaningful terms, I try to show readers how incredibly difficult the soloist's part in this piece is
How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds
A Social History of Ideas Pertaining to Childcare in France and in the United States
peer reviewed
Early Childhood Care and Education and Equality of Opportunity
Early Childhood Care and Education and Equality of Opportunity
Early Childhood Care and Education and Equality of Opportunity
A Transdisciplinary Approach to Research on Early Childhood Education
There is much debate on early childhood education in research, politics, and society at large. Furthermore, early childhood education research and policy have become increasingly complex and multidimensional. Nonetheless, transdisciplinary research frameworks are still scarce. This report gives insights into a project that used a transdisciplinary approach, outlining its conceptualization and its potential for the definition and analysis of issue…
Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations
Intergenerational transmission of education in Europe
The role of social and psychological resources in children's perception of their participation rights
The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction
The socio-spatial dimension of educational inequality
The subjective importance of children’s participation rights
This study examined how children appraise the importance of their participation rights-that is, the right to express their views and the right to be heard-and whether such appraisals vary as a function of perceived discrimination in the school environment. The sample comprised 1,006 children (9.6-14.3 years of age; 51% boys) from 14 public primary schools in Geneva, Switzerland. Results indicate that a majority of children considered their partic…
Negative life events, self-efficacy, and social support
Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions and dropout c…
Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage
Making it against the odds
INTRODUCTION: This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students. METHODS: The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for ac…
Socioeconomic origin, future expectations, and educational achievement
Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) …
Human Agency in Educational Trajectories
In the research on life-course outcomes, there is a long-standing debate on the relative importance of institutional structure and human agency. This study examines how structure and agency influence educational trajectories in Switzerland. The Swiss education system is hierarchically differentiated but permeable, providing both standard and non-standard pathways to higher education. Using data from a 15-year panel survey, the study assesses, fir…
Making it to the Academic Path in a Tracked Education System
Little is known about the role of agency in transitions in tracked education systems or whether it varies by socioeconomic background. This study addressed this gap by estimating structural equation models based on longitudinal data that are representative of the German- and French-speaking parts of Switzerland ( N = 1273 individuals, surveyed from age 6 to 18, mean age at wave 1: M age = 6.54, SD age = 0.50, female = 49%). The findings reveal th…
Disentangling the interplay of the sense of belonging and institutional channels in individuals’ educational trajectories
Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destina…
Mental health, gender, and higher education attainment
We compared the mental health of higher education students with that of nonstudents. Moreover, we examined whether the mental health of students predicts their probability of obtaining a higher education degree, and whether the extent to which mental health affects educational attainment varies by gender. Drawing on a risk and resilience framework, we considered five facets of mental health that may be implicated in distinct ways in the education…
Sylke Bartmann / Axel Fehlhaber / Sandra Kirsch / Wiebke Lohfeld (Hrsg.)
Rezension von: Sylke Bartmann / Axel Fehlhaber / Sandra Kirsch / Wiebke Lohfeld (Hrsg.): „Natürlich stört das Leben ständig“, Perspektiven auf Entwicklung und Erziehung, Wiesbaden: VS Verlag für Sozialwissenschaften 2009, 185 S
Mental health and educational attainment
Developmental science suggests that the consequences of mental health problems for life-course outcomes may depend on the timing of their onset. This study investigated the extent to which mental health predicted educational attainment at ages 17, 20, and 25 and whether gender moderated the links between mental health and educational attainment. It used data from Next Steps, a nationally representative panel survey of individuals born in 1989/199…
Welfare state policy and educational inequality
Proponents of welfare policy have argued that publicly funded early childhood education and care (ECEC), paid parental leave, and family benefits spending can weaken the influence of social background on educational outcomes by providing a supplementary source of early investment that particularly benefits disadvantaged families. We analyze whether the welfare state context in which children spend their early childhood (ages 0-5) moderates the as…
Psychology (23 obras) · Developmental psychology (18 obras) · Political science (14 obras) · Sociology (13 obras) · Social Psychology (12 obras) · Economics (11 obras) · Early Childhood Education and Development (10 obras) · Intergenerational and Educational Inequality Studies (9 obras) · Demographic economics (7 obras) · Economic growth (7 obras)