Abstract
Zusammenfassung. Lebensziele sind wichtige Referenzen für soziales Handeln. Ausgehend von der Selbstbestimmungstheorie wurden Sozialisationsprozesse in der Familie untersucht, die das Entstehen der Lernmotivation in der Sek II und der Lebensziele im jungen Erwachsenenalter erklärten. Es wurden Daten des Längsschnittprojekts Familie-Schule-Beruf (FASE B) mit 134 Schülerinnen und 83 Schülern im Kanton Bern (Schweiz) ausgewertet (Erhebungsjahre 2002, 2006, 2008; 1. Messung im 8. Schuljahr). Hierarchische Regressionsanalysen belegten zwei Sozialisationsmuster: (1) Autonomie orientierte Elternreaktionen, vermittelt über ermutigende Elternmotivierung und intrinsische Lernmotivation, sagten das Lebensziel psychosoziale Gesundheit vorher. (2) Ergebnis orientierte Elternreaktionen, vermittelt über sozial vergleichende Elternmotivierung, sagten die materiellen Lebensziele vorher. In der Diskussion werden außerfamiliäre Bedingungen für die Entwicklung von Lebenszielen beurteilt.
Abstract. Life-goals are important references of social values and action. Referring to self-determination theory, we examined how socialization processes in families may explain learning motivation in upper secondary school and life goals in early adulthood. Data from the longitudinal study Family-School-Job (FASE B) with 134 female and 83 male students in the canton of Bern (Switzerland) were analyzed (data collection in 2002, 2006, and 2008; start with 8th graders). Stepwise regression analyses confirmed two patterns of socialization: (1) Autonomy-focused parent behavior – mediated by encouraging parent motivation and by intrinsic motivation to learn – predicted the life goal psychosocial health. (2) Consequence-focused parent behavior – mediated by social comparative parent motivation – predicted material life goals. The discussion evaluates the role of extrafamiliar conditions for the development of life goals.
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