social socialization

&

:

:

- : .

2013

:

- : .

16 2013 .

. . 2013

&

:

We will always have Paris

,

, , .

. , . , , .

, , . , , . .

, , , . , ( ). , .

, , .

, , , , , , .

, , , , , , . , , , , . , .

..................................................................... 2

............................................................................ 4

. .................................... 6

1. .................................................. 6

1.1 ...................................................................... 6

1.2 .......................................... 7

1.2.1 ............................ 8

1.2.2 .............................................................. 10

1.2.3 ........................................ 12

1.3 Sputnik Shock .................................................................. 14

1.4 ........................................................................................ 16

2. ........................................................... 19

2.1 ............................................... 20

2.2 .............. 22

2.2.1 ................................................................................... 23

2.2.2 ..................................................................... 25

2.2.3 ....................................................... 26

2.2.4 ........................................ 28

2.2.5 ...................................................................................... 30

2.2.6 .......................................................................... 32

2.2.7 ........................................ 34

2.2.8 (standards) .................................................... 35

2.2.9 .......................................................................................... 36

2.2.10 ......................................................................... 37

2.2.11 ......................................................................................... 38

2.3 Trow .................................................................................... 41

3. ................................................... 42

3.1 , ... 42

3.2 ...................................... 44

3.3 ..................................................... 46

3.4 ........................................................... 47

4. ........ 48

5. ................................... 50

. ................................................................ 52

6. ........................................................ 52

6.1 ............................................................................................. 52

6.2 ............................................................................................ 53

6.3 ................................................................................................ 55

6.4 ......................................................................... 56

6.5 ................................................................................ 57

7. ........................................................... 57

7.1 ............................................................................... 57

7.2 ........................................................... 59

7.3 ............................................................................... 63

7.4 ................................................ 64

7.5 ...................................... 65

........................................................................................... 68

8. ......... 70

8.1 .................................... 70

8.2 ..... 71

8.3 ............................................... 73

8.4 ............................................... 80

8.4.1 .......................................................................................... 80

8.4.2 .............................................................................. 82

8.4.3 ....................................................................... 83

8.4.4 ........................................................ 84

8.4.5 ..................................................................... 85

8.4.6 ............................................................................ 87

9. ............................ 91

9.1 ...................................................................................................................... 91

9.2 ..................................................... 92

9.3 ............................................................................................. 93

9.4 ...................................................................................................... 94

9.4.1 ................................................................................... 94

9.4.2 ......................................................................................... 117

9.4.3 ................................................................................................................... 129

9.4.4 ................................................... 133

9.4.5 .......................................................................... 134

9.4.6 ................. 136

9.4.7 ................................................................................. 143

9.4.8 ................................................................................... 149

9.4.9 ............ 155

9.4.10 ......................................................... 158

9.4.11 .............................................. 164

9.5 ..................................................................... 165

................................................................................................................................ 167

.................................................................................... 168

..................................................................................................................... 181

......................................................................................................... 181

............................................................................................... 183

...................................................................................................... 183

.................................................................................................. 183

1 .

, , 1960 1970, (Trow, 1972: 61). , . , . , , (Kerr, 1978: 262-264).

. 20 , , (Schofer & Meyer, 2005: 6). , , .

, (standards) , (Watson, 2000: 91)2. - - , , (, 1990: 100).

status . , ,

1 , .

2 . Torsten Husn (1991), , , , (Husn, 1991: 456-458).

2

. , , , , . , , , , 3 (, 1990: 110-111. , 2012: 192-193).

, , . , 19704. , .

, . . . , , , . , . , , .

3 . . 1 7 .2238/1994 " " ( .' 151/16-09-1994), .

4 : Brag (1976), Bullis & Bach (1989), Tierney & Rhoads (1994), Altbach (1999), Weidman et al. (2001), Holley & Taylor (2008), Boden, Borrego & Newswander (2011).

3

.

, . , Martin Trow.

1960 , , . , . (Altbach, 1999: 107) , , .

1.

1.1

. . Bell, , , (Bell, 1999 [1974]: 20). , (, 2011: 52).

, , , ( & , 2004: 25). , , (Schofer & Meyer, 2005: 5).

, , (Trow, 1975: 4). , , ,

6

, (Fuwa, 2009: 461). , . , (Parsons & Platt, 1970: 4).

, (knowledge society), . , . , . ( ), , ( & , 2004: 55, 64-72. Field, 2002: 2).

, , , , (Pretorius & Xue, 2003: 91. Kember, 2009: 168).

1.2

. , , -5, (Trow, 1991: 371).

5 -profession , , , . , . , ,

7

, , , . ( ) (Trow, 1972: 62. Pretorius & Xue, 2003: 90-91. , 2012: 463).

( , ) ( , ) (Trow, 1991: 317, 377), , .

1.2.1

20 , , , , -, . , , .

, , . 1950, , , , . , , . , (reserves of ability) (, 1990: 50-51, 60).

, , . , , -

, , . - (White, 2006: 474. , 2005: 27).

8

. : () - (-). (, 2012: 184-187).

, : . , , , . , , . , , , (Blndal, Field & Girouard, 2002: 5, 13. Carnoy, 2011: R34).

, . 6, , , , (Schofer & Meyer, 2005: 2). , , , . , , . , (Moore Brennan & Naidoo, 2008: 288-289).

, . , ()

6 1948 1960 . (Convention against Discrimination in Education, 1960).

9

. , , , , , . , , (Brennan & Naidoo, 2008: 290. Evans, 2009: 235).

, , , . , , , (, 2010: 91-92). , .

. , , , , . (.. ), (Jonathan, 2001: 37-40). , , (, 1991: 49-63).

1.2.2

1950 1960, , (, 1990: 59). , , . , , (Konstantinovskiy, 2012: 9).

, , , (Kember, 2009: 167-168). , , (Trow, 1991: 376). , , .

10

, (Schofer & Meyer, 2005: 16-18. , 2005: 14).

, a priori (McCowan, 2012: 118). , Johan Galtung, (structural violence) (Galtung, 1969: 168-171). , , , (Jonathan, 2001: 41). , . , , (Trow, 2006: 246).

, (McCowan, 2012: 118), . , , . , , (Anderson, 1983: 109).

. , 7 (Schofer & Meyer, 2005: 42).

, , . status -

7 , (Schofer & Meyer, 2005: 42).

11

, , , . , , . unitarians, Trow, , , , , , . , , , , . . , , (Trow, 1991: 364-366).

. , , , , , . , 8 , - (Becker & Hecken, 2009: 233-235). , . , , , , , . , , ( ), , , (, 2012: 353-356, 454).

1.2.3

, 9. , , ,

8 (investment risk) (Becker & Hecken, 2009: 235).

9 ( ) , (Sandberg, 1996: 180).

12

. , (, 2005: 14). .

. , , , . (McCowan, 2012: 113). , , 1948, , 10 ( ) (Universal Declaration of Human Rights, 1948). , , . , , , , . , , , (McCowan, 2012: 124).

, , , 40% (Trow, 1991: 365). , , , . , , . , , , / , . , , , , , .

10 higher education shall be equally accessible to all on the basis of merit (Article 26) (Universal Declaration of Human Rights, 1948).

13

, (McCowan, 2012: 120-123).

, , , , . , , .

1.3 Sputnik Shock

, , , (, 2012: 197). , , , , . 1950. 1957 ( ) , , Sputnik Shock .

. , , , . . , , , , (Steeves, Bernhardt, Burns, & Lombard, 2009: 81-83). , ! ( & , 2004: 67).

, . , Sputnik / , , 11. . Eisenhower ,

11 If the United States was to defeat its communist rivals, the ills of American schools, teachers, and students must be cured. (Steeves et al., 2009: 71-78).

14

. , , , 12. , , Sputnik , . , (Steeves et al., 2009: 71-78). , John F. Kennedy ... . , , , , , (Mohrman, 2011: 100).

Sputnik Shock , . 1950, , , . , , 1957 1961 . , , , , , . , , . (, 1990: 51-52). Sputnik , (Steeves et al., 2009: 82).

12 Steeves (2009), , (the response was familiarstandardize to increase output. The product more scientists and mathematiciansbecame the goal; the process was not the concern because the model was already in place in manufacturing) (Steeves et al., 2009: 78).

15

1.4 ,

, : , , , , . (Carnoy, 2011: R35). , , ( ) , (, 1990: 59-60).

, , , . 13 : ( ), ( ) ( ). . ( ), ( ), ( ) (Labaree, 1997: 39-43).

. 1950, (Trow, 2006: 245. Steeves et al., 2009: 72). , , . ,

13 , (Altbach, 1999: 109).

16

, 14 (Anderson, 1983: 110. , 2012: 177).

, (), 1957 1961 . . , , (, 1990: 51-52). , , 20 , . - , 2010, 24 , (, 2005: 117).

. , , , (, 2011: 55). , , Trow 15, (Trow, 1999: 307. McCowan, 2012: 116-117).

, , . , , (Silver, 1978: 47). . ,

14 , , , , . . Chae, J. E., & H. K. Hong (2009). The expansion of higher education led by private universities in Korea. Asia Pacific Journal of Education, 29(3), 341-355.

15 (Trow, 1999: 307).

17

, , . , , . . , , , Sputnik, . , , .

18

2. 20

. , 1900 500.000 , 2000 100 . , , , , (Altbach, 1999: 107-108. Schofer & Meyer, 2005: 3, 14). , . , 30% . , (Altbach, 1999: 107. Trow, 1999: 303).

( Martin Trow) . , , , 16. , - , , , , . , , (Teichler Pretorius & Xue, 2003: 95. Schofer & Meyer, 2005: 4).

, , , . (unitary) , , , . . (stratified) , , . (binary) , , . (comprehensive) , , status , .. (-, 2005: 66). Bills,

16 , o 1991 1992 80.000 (Sharpham, 1993: 51).

19

, , , , ( Carvalho, 2012: 79).

. , , , , (-, 2005: 7). , . , . , , , .

, Trow , , , , , . Trow , (Altbach, 1999: 107). , , , . 1970, Trow . , , : Trow (Arimoto, 2006: 3. Trow, 2006: 264-265. Amano, 2010: 80-84).

2.1

, , . Trow 1974, , . , : (elite), (mass) (universal), (Trow, 1992).

20

. 3-4% , , , , . , , . . , (Brennan, 2004: 23. Trow, 2006: 249). , , 15% (Trow, 1991: 315-316).

. 15% . , , . , . , , (Brennan, 2004: 23).

50% , Trow . , , , . , , , . , (..: 23).

, . , , , , . , (involuntary attendance)

21

(Trow, 1972: 66. Trow, 2006: 264).

, 17. , , . , , , (Kerr, 1978: 267-268. Amano, 2010: 84).

. , , , . . Trow , (.. ) (Trow, 1991: 349. Amano, 2010: 84).

, . , , . , , . , , , , , (Kerr, 1978: 266, 275. Trow, 1991: 341-342. Amano, 2010: 83). 2.2

,

17 , , Clark Kerr,

The surest and quickest way to destroy an elite system of higher education is to force enormous numbers of students rapidly into its component institutions (Kerr, 1978: 268).

22

. , Abitur Baccalaureate (Trow, 1999: 306). . , (input) (output) . , , , (, 1990: 106. Pretorius & Xue, 2003: 98). .

2.2.1

. , . , ( ) , , . , 18 (Parsons & Platt, 1970: 4-5. Trow, 1991: 309).

, . , , 15% . , , 50% . , (Trow, 1991: 315-316). 1970, Trow, , , . , (Trow, 2006: 247).

, , (Trow, 1972: 64). , ,

18 (, ) 70% (Teichler, 2003: 173).

23

. , , (Trow, 1991: 343). , , . , 1960 , , 32 , 1980 , (Annan, 1987: 217. Altbach, 1999: 109-115).

20 , , 2000 100 (. 1). , , ( , ) (. 2).

1: , 1815-2000

(Schofer & Meyer, 2005: 60)

24

2: 100.000 , , 1900-2000 (Schofer & Meyer, 2005: 61)

,

, . . , 1965, , . - , 19 (Trow, 1976: 384. Austin, 2002: 99).

2.2.2

, , . 5% , , . 15%, , . 50%, , (civic duty) (Trow, 1991: 316, 370. Kivinen, Hedman & Kaipainen, 2007: 233).

, , . ,

19 1987-1996 47% (Austin, 2002: 99).

25

(Trow, 1991: 335. Brennan & Naidoo, 2008: 291). , , , , , , ( & -, 1996: 76).

, , . (Williams & Filippakou, 2009: 7). , . O Trow (involuntary) (Trow, 1972: 69. , 2010: 39). , .

2.2.3

Parsons Platt, , - . . , -professions. , , " " , ( , 2012: 206-207). , .

. , , . . , ,

26

20 (Trow, 1991: 317. Trow, 2006: 250).

, . , , (, 1990: 111). , . , , . ( ), ( ). , (Trow, 1992: 317. Altbach, 1999: 116. Trow, 2006: 249).

, . ( ) , . , , , , , , , (Schofer & Meyer, 2005: 15).

, , , (Trow, 2006: 260). 1995-2008, 5% , 20% . , Oxbridge21 3 Whos Who (Trow, 2006: 260. Williams & Filippakou, 2009: 18). ,

20 [] this form of higher education conveys (and intends to convey) to students that they can accomplish large and important things in the world, that they can make important discoveries, lead great institutions, influence their countrys laws and government, and add substantially to knowledge. In this sense, institutions of elite higher education are arrangements for raising ambition and for providing social support and intellectual resources for the achievement of ambition (Trow, 2006: 250).

21 , (Oxford) Cambridge . , (Stavropoulos & Hornby, 1998: 475).

27

, .

2.2.4

.

, . . , . , , . , , , (Trow, 1991: 318).

, . . (rebellion) , , . , , . 9,9 1914, 6,9 1964, 1993 2,5, , , (Trow, 1972: 69. Trow, 1991: 318. Trow, 1999: 311).

, 22, 23. , (Hultberg, Plos, Hendry & Kjellgren, 2008: 47, 51).

22 from the rituals of teaching to the mysteries of learning (Harvey & Knight, 1996: 156). 23 from student to learner (Leathwood & O'Connell, 2003: 599).

28

, , . , , , (Trow, 1991: 335-336. Austin, 2002: 98).

, , , . : ( ) . . , , (Parsons & Platt, 1970: 27. Trow, 1999: 324. Hultberg, et al., 2008: 51).

, . , . , , , , (Trow, 1972: 70. Trow, 1991: 337). , , . , -, , , , (Hussey & Smith, 2010: 162. Habel, 2012: 813).

, , , . , . (, , ),

29

. , , (, 1990: 97, 159-160. Weidman, Twale, & Stein, 2001: 94. Scott, 2004: 442-443).

(.. , ), 24 . , . , , 25 (Trow, 2006: 269. Rossi, 2010: 283).

2.2.5

. , . , (Trow, 1991: 320. Trow, 2006: 250).

, , , , : . 1993 1/3 , , status (Sandberg, 1996: 179). , ,

24 (theoretical sciences) . . (applied sciences) (humanities) (, 2012: 41). .

25 . : http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11088 _el.htm Requirements and procedures for joining the Bologna process http://www.bologna-bergen2005.no/Docs/01BFUG/040614-B/BFUGB3_7_ Accessions.pdf.

30

, , , , (Trow, 1972: 77. Kember, 2009: 170).

, , , . , . , , , (, 1990: 129. Trow, 1991: 320).

5% , status , (, 1990: 107. Hussey & Smith, 2010: 157). , , , , (non traditional) , , , (Trow, 1999: 307. Austin, 2002: 102. Leathwood & O'Connell, 2003: 599).

, , , . , , . , . , 26, (Altbach, 1999: 122).

, . ,

26 Students see themselves as consumers of educational products (Altbach, 1999: 122).

31

. , , (Hussey & Smith, 2010: 155). , , , , (Leese, 2010: 248).

, , , , , , , , . , , 27 (Trow, 1972: 81. Leathwood & O'Connell, 2003: 599).

, , , , (Hultberg, et al., 2008: 48). , , . , , . , , , , , , (, 1990: 104. Leese, 2010: 246. Habel, 2012: 811).

2.2.6

. , (standards), , standards . , . , , , , ()

27 To send most youth directly to college is to frustrate them (Trow, 1972: 72).

32

, . , , , , , , (Trow, 1991: 321-322. Brennan, 2004: 23).

. , , standards 5% (Pretorius & Xue, 2003: 98. Kember, 2009: 171). , , , , . , , , , (Trow, 1991: 385. Trow, 2005: 9).

, , , . Trow (2007) : , , , , , , , , (Trow, 2006: 274). , , , , (Silver, 1978: 52).

. , (Rothblatt, 2006: 129). , , Oxbridge, (Pretorius & Xue, 2003: 98).

, , .

33

, , , , . , , , (Altbach, 2004: 6-7). , , (Scott, 2004: 442-443). , , . , , , , , , , ( ), (Brennan, 2004: 25. Kember, 2009: 174).

, . , . , , , , . , , , (Teichler, 2003: 174-175).

2.2.7

. , , , . . , , . , , (Trow, 1991: 323-324).

34

2.2.8 (standards)

standards : (high standard), (standard procedure), (standard weights and measures). , : (academic standards), , (standards of competence), , (service standards), (Harvey & Knight, 1996: 15-16). .

. , , , , 28. , , , , (Husn, 1991: 450, 464. Maier, 1991: 392. Trow, 1991: 362, 367).

, . , , . , , , . , , : , (Trow, 1991: 325, 374. Tight, 2012: 212).

, , , . , , . , , , (, 1990: 116-117. Trow, 1999: 308-310). ,

28 Standards (Husn, 1991: 450).

35

, (Thierney & Rhoads, 1994: 2). , , , , standards ( ) (Brennan, 2004: 22).

2.2.9

29 , . , , . , . , , , (Trow, 1991: 326, 346. Harrison & Hatt, 2012: 697).

, , , , , . , , . , , (Anderson, 1983: 97-98. Trow, 1991: 326, 346).

, . , , , , . , , (Trow, 1991: 326, 347-348).

. , , status , ,

29 (accessibility) (Boezerooy & Vossensteyn, 1999: 350).

36

(Konstantinovskiy, 2012: 18-22). . , (Trow, 1991: 326).

( ) , , , . , . , (Trow, 2006: 259) . , , . ( ) (Bell, 1999: 417-419). , , , , , (, 2012: 357-358).

2.2.10

, , , , (Altbach, 1999: 116). , , . . , 20 , . , 30,

30 Clark Kerr : "The university president in the United States is expected to be a friend of the students, a colleague of the faculty, a good fellow with the alumni, a sound administrator with the trustees, a good speaker with the public, an astute bargainer with the foundations and the federal agencies, a politician with the state legislature, a friend of industry, labor, and agriculture, a persuasive diplomat with the donors, a champion of education generally, a supporter of the professions (particularly law and medicine), a spokesman to the press, a scholar in

37

. , , (Trow, 1975: 10. Trow, 1991: 327-328. Brennan, 2004: 23).

. , , Kerr (1978) , . ( ) , . , , . , , (Kerr, 1978: 270-271).

, , , . , . , , , , ( , , ) (Trow, 1999: 313-314. Trow, 2006: 274).

2.2.11

, , . , . , , , , , , , (Trow, 1991: 330-331. Brennan, 2004: 23).

, , management .

his own right, a public servant at the state and national levels, a devotee of opera and football equally, a decent human being, a good husband and father, an active member of a church. Above all he must enjoy traveling in airplanes, eating his meals in public, and attending public ceremonies. No one can be all of these things. Some succeed at being none." (Kerr, 2001: 22).

38

. , 1999 30% . , , , (Altbach, 1999: 119-120. Trow, 1999: 308).

, , . , , , . , , , , , (Parsons & Platt, 1970: 30. Trow, 2006: 262). , , , (Arimoto, 2006: 8. Trow, 2006: 274).

39

1

Trow , 31

(0-15%)

(15-50%)

( 50%)

.

.

,

.

.

.

, .

standards. .

standards. .

, standards. , .

,

(The Daily Mail)

(standards)

( )

. / .

standards

()

, (, )

. /

. ,

.

31 Brennan, 2004: 23 [ ].

40

2.3 Trow Martin

Trow , (Brennan, 2004: 25. Amano, 2010: 79-80).

1974, Trow , . , , , , . . , ( , , ..), , (Trow, 1991: 263, 339-340).

Akira Arimoto (2006), , Trow , , (Knowledge-model) (Arimoto, 2006: 2-6). , , , Trow , - , (Trow, 1991: 340).

, Trow. Kember , (Kember, 2009: 168). , Kerr (1978) , . , ) , ) , ) 32, Trow, , , (Kerr, 1978: 269-270).

Trow - - (Arimoto, 2006: 1). , , . , , -

32 (1) highly selective higher education, (2) selective higher education, and (3) non-selective higher education (Kerr, 1978: 269).

41

, (Amano, 2010: 80, 84).

3.

3.1 ,

,

, . , , . : , , , (Trow, 1972: 73-74).

- . , . , , (..: 72-73). , , (Bassett & Tapper, 2009: 138). , , , , (Blndal et al., 2002: 41. Tight, 2012: 224).

. , , , ( - 33), , , , (Tight, 2012: 223).

33 STEM disciplines , , (science, technology, engineering, mathematics) (Tight, 2012: 214).

42

, , , . . , (Altbach, 1999: 109. Trow, 1999: 303). , , , , (.. ) (Trow, 1972: 74-76).

, 50%, , , . , , , (Trow, 1991: 334. Trow, 2006: 256). : , (Sandberg, 1996: 179).

, . 199934, .

2

- (1999)35

25-34 35-44 45-54 55-64

25-64

72 66 58 45 62

34 : , , , , , , , , , , , , , , , , , , , , , , , , , , , , (OECD, 2001: 45).

35 OECD, 2001: 45 [ ].

43

, . ( ) ( ). (, 1990: 100. Altbach, 1999: 119).

, , , . , . , , (Trow, 1972: 67. , 1990: 117-118. Austin, 2002: 94-97).

, , , . , , (Trow, 2006: 248-249). , , , , (Trow, 1991: 319. Austin, 2002: 103).

3.2

, , . , , , , (Weidman, 2006: 258). , , , (Fulton, 1984: 197-211. , 1990: 96).

44

, (.. ).

, (, , ), (Boezerooy & Vossensteyn, 1999: 349). -. , , , , . , , , (, 1990: 95).

, . , , . , , , , , (Trow, 1991: 312. Central Council on Education Amano, 2010: 90).

, . , , . , , (Trow, 1972: 64. Amano, 2010: 83). (Mohrman, 2011: 99). , , (Amano, 2010: 83). , , ( ) , .

45

(Trow, 1999: 312).

, (Scott, 2004: 442-443).

3.3

, , , . , , 36 (Annan, 1987: 217). , , . , , , , (Trow, 2006: 268. Tapper, 2007: 211).

, , , (Pretorius & Xue, 2003: 94). , , (Kember, 2009: 168). , , 1992 37, , (Sharpham, 1993: 55. Harrison & Hatt, 2012: 699). , , , 75% (Arimoto, 2006: 6).

, . , ,

36 What was wrong was to imagine that all students could be given Rolls-Royce higher education. No country could afford it. (Annan, 1987: 217).

37 , (Sharpham, 1993: 55).

46

(Jones, 2010: 46). , , (value for money). , (Jones, 2010: 45-46. Mohrman, 2011: 103).

3.4

, . , , , . : , , . , , status (Trow, 1992: 589. Kember, 2009: 170).

, . , (Evans, 2009: 237-238). 38 , (Trow, 1991: 371-372). , 1970, , , (Trow, 1976: 387. Pretorius & Xue, 2003: 95. Kember, 2009: 176).

,

38 , , (Trow, 1991: 371).

47

(Carnoy, 2011: R35). , (mismatch) (over-education) , , , (Pretorius & Xue, 2003: 95. Teichler, 2003: 173).

4.

,

, , . - 1960 10% , , 20 , 45% (OECD, 2001 Teichler, 2003: 172). . , , , (Schofer & Meyer, 2005: 3, 7). , , 1960.

, , , , 130.000 (1962) 800.000 (1982), 2000 2 . , 1999 1/3 45%. , , , , , , , (Thomas, 2002: 424. Trow, 2006: 246. Bassett & Tapper, 2009: 138. Williams & Filippakou, 2009: 18).

, , 30%-63%, 20 . , 15 (1981-1996), 32,2% 71%. 19.000 (1960) 70.000 (1975), , , 35.000 140.000. ,

48

(Boezerooy & Vossensteyn, 1999: 349, 351. Kivinen et al., 2007: 244. Trow, 2006: 246).

, 1980-1996 22% 48% , , 200.000 (1960) 800.000 (1975), , (1960-1991) (Boezerooy & Vossensteyn, 1999: 349. Trow, 2006: 246. Rossi, 2010: 281).

, 30.000 (1950) 500.000 (1990) , . (equal but different) , (Sharpham, 1993: 52-53).

. 1960, 10%, 1975 35%, . , , 75% . , , , , . , , , (Trow, 1999: 317. Arimoto, 2006: 6. Fuwa 2009: 463. Amano, 2010: 87).

, , , , , . , 1998, , , . , 985 Project, . , , , , , , 1:0,51 , , , 39 (Pretorius & Xue, 2003: 99. Zhou & Zha, 2010: 531-556. Mohrman, 2011: 95-96, 103).

, .

39 Sichuan 40% 132% (Mohrman, 2011: 99).

49

(Kember, 2009: 168). , , , 1990, . , , 80% (Chae & Hong, 2009: 342, 348-349).

. , , , , (Carvalho, 2012: 83). , , , . 55%, 76% (McCowan, 2012: 122).

, . , . , , . , , , , . , , . , (.. - ), , .

5.

. . ,

50

. , 40 (Trow, 2006: 276).

, . , , , , , (Trow, 2006: 276-277).

, . Trow, 2030 : , , 41 (..: 276). (Kember, 2009: 173).

40 -, , Gymnasium 45% (63% ), (Czimmer-Gauss, 2013: 1).

41 In the higher education landscape of 2030, there will be more of everything: more institutions, more kinds of institutions, more students and teachers, and more diversity among both institutions and participants (Trow, 2006: 276).

51

. (socialization) ,

. : , (Long & Hadden, 1985: 39). , , , , , (Golde, 1998: 56. Zerilli, 2007: 4566). , , 42.

6.

6.1

, , , . , , (Hoy, 2008: 646). , , , (Gecas, 2000: 2855. Lutfey & Mortimer, 2003: 185). , : , .

, Talcott Parsons Robert Merton, mile Durkheim , Parsons Shils, Sigmund Freud. , , , . , , . , o tabula rasa , standards , , .

42 : Golde, 1998. Austin, 2002. Bogler & Somech, 2002. Holley & Taylor, 2008. Hakala, 2009. Gardner, 2010. Boden, Borrego & Newswander, 2011 ..

52

, , (Renshaw, 1973: 212. Gecas, 2000: 2855-2856. Zerilli, 2007: 4567). Wrong (1961) , , ( Abercrombie et al., 1991: 203-204). 1950 1960, (Gecas, 2000: 2856).

, , , John Dewey George Herbert Mead, , Herbert Blumer Everett Hughes. , , , , . , . , . , (Gecas, 2000: 2856. Lutfey & Mortimer, 2003: 185. Zerilli, 2007: 4567).

, . (Zerilli, 2007: 4567).

6.2

, , , (acculturation) (Bragg, 1976: 9). , , , , , , (Abercrombie et al., 1991: 203-204. Austin, 2002: 95).

, Orville Gilbert Brim (1966). Brim

53

, (Brim, 1966: 3)43. , ,

. , 44, . , (Bragg, 1976: 6-7. Wunder, 2007: 4574. Hoy, 2008: 646).

. , (Mortimer & Simmons, 1977: 422. Wunder, 2007: 4574). , : , (Renshaw, 1973: 212. Weidman, 1989: 294). , , ( ) (Bragg, 1976: 6. Weidman et al., 2001: 36. , 2006: 32).

, , . . , . , , , , .

43 the process by which persons acquire the knowledge, skills, and dispositions that make them more or less effective members of their society (Brim, 1966: 3).

44 , . , (Tierney 1997: 4. Mendoza, 2008: 109). , (cultural) , (Parsons, 1966: 5).

54

(peer group) (Hoy, 2008: 647. Mendoza, 2008: 105).

6.3

, . , . , , , . , , (Gecas, 2000: 2860. Austin, 2002: 103. Lutfey & Mortimer, 2003: 198-199. Wunder, 2007: 4574).

, , , , (Hoy, 2008: 648. Barni, Ranieri, Scabini & Rosnati, 2011: 106). . , 45, , . , (Abercrombie et al., 1991: 203).

, . , : (Austin, 2002: 97. Rapley & Hansen, 2006: 591). (discovery) , (re-creation) (Renshaw, 1973: 213. Tierney, 1997: 16). , . ,

45 .. A. Maslow (1943).

55

, , , , , (Mendoza, 2008: 110. Barni et al., 2011: 106).

6.4

, (Lutfey & Mortimer, 2003: 186). , .

(secondary socialization). (.. , ), . , (primary) , (Mortimer & Simmons, 1977: 422. Bullis and Bach, 1989: 1. Gecas, 2000: 2860).

, , , , . , (.. ), . , (resocialization), (Lutfey & Mortimer, 2003: 186).

(professional socialization) , , (Bragg, 1976: 6). : , , , (Lutfey & Mortimer, 2003: 188). , Daresh Playko (1995), , ( Weidman et al., 2001: 6). (Bragg, 1976: 6).

56

, . , (Marsh, 1971: 453). (political socialization) , (Marsh, 1971: 464. Mayer & Schmidt, 2004: 394). : / (.. ) , . , , (Almond & Verba, 1963: 269-270. Warleigh, 2001: 621).

6.5

, , (socializing agents) , (Wunder, 2007: 4574). , , , , , , . , , , (Bragg, 1976: 8-9).

, . , , , . , , , , , status (Gecas, 2000: 2860. Wunder, 2007: 4574-4576. Hoy, 2008: 647).

7.

7.1 , ,

: .

57

, , , , (Brennan & Naidoo, 2008: 288). , Durkheim, . , ,

. , , (Durkheim, 1985: 51)46. ,

, . , Paulo Freire Ivan Illich, , (Zeigler & Peak, 1970:115-116. Renshaw, 1973: 215). , . , , (Trow, 1999: 312. Schofer & Meyer, 2005: 48. Bassett & Tapper, 2009: 129).

, . , , , , , . , , .

46 laction exerce par les gnrations adultes sur celles qui ne sont pas encore mres pour la vie sociale. Elle a pour objet de susciter et de dvelopper chez l'enfant un certain nombre d'tats physiques, intellectuels et moraux que rclament de lui et la socit politique dans son ensemble et le milieu spcial auquel il est particulirement destin (Durkheim, 1985: 51).

58

, , , (, 2012: 198, 203).

, , , , , (Harvey & Knight, 1996: 18). , : , , , . . , .

7.2

, , , , , (Weidman et al., 2001: iii. Zuckerman, 1977 Hakala, 2009: 502. Boden et al., 2011: 745). , , , (Gecas, 2000: 2859. Weidman et al., 2001: 100).

(a continuum of experiences), . , (Weidman et al., 2001: 5). (Thierney & Rhoads, 1994: 6. Mendoza, 2008: 105). , (Harvey & Knight, 1996: 12. Weidman et al., 2001: 8), , . , , , , ,

59

(Parsons & Platt, 1970: 27. Lowe & Cook, 2003: 54).

, (Thierney & Rhoads, 1994: vi, 22-23). (student engagement)

, (Axelson & Flick, 2011: 38)47.

, 48. . , (Baron & Corbin, 2012: 763-767). , 49 , . , campus (Kuh, 2003: 27).

, (Smircich, 1983 Thierney & Rhoads, 1994: 4). , , , , , (Thierney & Rhoads, 1994: 9-10). , , ,

47 The phrase student engagement has come to refer to how involved or interested students appear to be in their learning and how connected they are to their classes, their institutions, and each other. (Axelson & Flick, 2011: 38) (: ).

48 (academic literacy) (Gilliver-Brown & Johnson, 2009: 334).

49 : (degree-subject oriented), (career oriented) (intellect-broadening oriented) (Georganta, Kandilorou & Livada, 2009: 8).

60

(, 2012: 177). , , standards (, 1990: 115-116). , , , , , . , , , , . , (Trow, 1991: 309-310. Austin, Sorcinelli & McDaniels, 2006: 42).

, , , . , 60 , . , (Trow, 1991: 351. Thierney & Rhoads, 1994: vi. Weidman et al., 2001: 66).

, , (Thierney & Rhoads, 1994: 14, 21). . (Bauer & Bennett, 2003 Hosaka, 2010: 620). (Austin, 2002: 103). , , . (hard sciences) , . , , . , (soft sciences)50

50 (.. , , )

61

, . , , (Hakala, 2009: 502-503).

. , , , , , -professions (Bragg, 1976: 13. Thierney & Rhoads, 1994: xiii). Weidman (2001) : (knowledge acquisition), (investment) (involvement). . , , . , , , . , , (Weidman et al., 2001: 15-18, 48).

(2001) , ( , ) , . ( 1), , . , , , . , , : , , . , (Weidman et al., 2001: iv, 37-40. Austin & McDaniels, 2006: 412-413).

(.. , , ) (Hakala, 2009: 506).

62

1: (Weidman et al., 2001: 37) [ ].

, 51

, . , : , , , , (Bullis and Bach, 1989: 2). , , , (Lutfey & Mortimer, 2003: 189).

7.3

. Thierney Rhoads (1994), , -, -, -, -, - - 52, :

51 : Parsons & Platt (1970), Bragg (1976), Crow & Glascock (1995), Weidman et al. (2001).

52 : 1. collective versus individual, 2. formal versus informal, 3. sequential versus random, 4. fixed versus variable, 5. serial versus disjunctive, 6. investiture versus divestiture (Thierney & Rhoads, 1994: 26-30).

63

1. -:

2. -: , , ,

3. -: , .

4. -: , , , ,

5. -: , . ,

6. -: , , , , (Thierney & Rhoads, 1994: 26-30).

7.4

, , , . ( ) , , , (Bragg, 1976: 19-20. Boden et al., 2011: 748). , , / (Trow, 1991: 309-310).

, , . , , . status , (age segregation). , , ,

64

(, 1990: 107-110).

: , . , . , , , (..: 108). Anderson Swazey (1998) (Anderson & Swazey, 1998: 6). , , , , , . , , . , , . , , . (Bragg, 1976: 27, 29. , 1990: 108-112).

7.5

. , . . , (Thierney & Rhoads, 1994: 33. Hussey & Smith, 2010: 159).

, , , , , , , (Nevill & Rhodes, 2004: 186. Jones, 2010: 45). , . , ,

65

, , 20% , 53 (Kuh, 2003: 27. Lowe & Cook, 2003: 54-55).

Honkimki Klmn ( 2), Terenzini Reason (2005). , , , , , , , . , (Honkimki & Klmn, 2012: 250). Attinasi (1989), (getting ready) (getting in) ( Bogler & Somech, 2002: 235).

2:

(Honkimki & Klmn, 2012: 250) [ ].

53 H : ) , ) , , ) , ) (Weideman, 2003: 56-57).

66

, , . / , (, 1990: 114. Honkimki & Klmn, 2012: 248). , (Wilcox, Winn & Fyvie-Gauld, 2005: 719). , , , , (Hultberg, et al., 2008: 51-52).

, . Honkimki Klmn (2012) , 2000 2010. , , (Honkimki & Klmn, 2012: 251-259). , , , , (Ibrahim & Sarirete, 2010: 470. Gale & Parker, 2012: 12).

, , . , , , . , . , , (Krause, 2006: 1-9. Honkimki & Klmn, 2012: 267).

67

8.

, . , .2916/200154. , . .1 .1 .2916/2001,

: ) , , ) , (.2916/2001).

8.1

, , , , , , (, 2002. -, 2005: 10-11).

, . , . , , , . , , , ( & -, 1996: 14-23. Gouvias, 1998: 315).

, ,

54 .2916/2001 " " ( . 114/11-6-2001).

70

- (Gouvias, 1998: 313). - (1996), :

1. (1831-1922). , , , , , , . , , ,

2. (1923-1960). , , . , , , . . ()

3. (1960-). . , , , . , .

, , , . , , , , ( & -, 1996: 12-30). (, 2012: 471).

8.2

,

, , . 1950, , . , 1960, ,

71

. , , (-, 1995: 98-100).

, , , status , , . ( & , 1985: 193-194. -, 1995: 85, 99).

, , , (Gouvias, 1998: 329). , (1985), , , , 55 , ( & , 1985: 31).

, , (, 2003: 107). , , , 1963-64, , , , 1980 (-, 1995: 100. & -, 1996: 32-33).

- (1995), , : , , . 56, , , ,

55 , 1985, , ( & , 1985: 32).

56 (, 2003: 107).

72

, , (-, 1995: 119).

8.3

20 . 1950, 3. 3 1957-1977, 434%. , , 1955 1975 655% ( & , 1985: 132, 147).

3

(1957-1977)57

-

1957 17783 1958 17954 2625 1959 21971 2363 1960 23953 2366 1961 25658 2750 1962 28042 2644 1963 31995 2575 1964 39824 3437 1965 49532 3587 1966 54261 3773 1967 60624 5840 3739 1968 68236 5615 3967 1969 71259 6355 5202 1970 72616 43945 35088 8810 3637 1971 72269 47564 38152 9324 3565 1972 70161 52176 46125 9578 3929 1973 76035 57862 54449 10653 4187 1974 80041 61192 61889 10995 4279 1975 92824 62986 70375 12528 4562 1976 95392 63500 71500 14510 4840 1977 95017 60119 72472 17453 4403

57 & , 1985: 132 [ ].

73

3: ( & , 1985: 132) [ ].

1980,

4, ( ) 1957 1989, 32 , 1004,3% ( & , 1985: 132. , 2003: 142).

4

(1980-1989)58

(1980-1990)

(1980-1990)

(1980-1990) 1980-81 85.718 20.907 106.625 1983-84 99.547 +16,1 38.563 +84,5 138.110 +29,5 1985-86 117.470 +37,0 60.223 +188,1 177.693 +66,7 1989-90 196.386 +129,1 65.321 +212,4 261.707 +145,4

, . 4, , , , 1995, . (1996-2002) 3,47:1 1,72:1. , 1997,

58 , 2003: 142 [ ].

15000

35000

55000

75000

95000

1957

1958

1959

1960

1961

1962

1963

1964

1965

1966

1967

1968

1969

1970

1971

1972

1973

1974

1975

1976

1977

1957-1977

74

(-, 2005: 61-64, 84)59.

4: (1974-2003)

(-, 2005: 61). , Trow

18-22 , . , 1973 10,4% ( & , 1985: 142), 1989 , 33,35% , 1999, 50%, (. 5 5).

59 , , 2002 61% . , ( & , 1985: 36. Gouvias, 1998: 329-330. -, 2005: 63-64).

(1974-2003)

75

5

18 (1989-2012)60

-

-

-

1971 141.126 1989-1990 28.939 18.127 47.066 33,35% 1972 140.891 1990-1991 29.319 17.346 46.665 33,12% 1973 137.526 1991-1992 27.471 18.279 45.750 33,26% 1974 144.069 1992-1993 26.123 17.975 44.098 30,61% 1975 142.273 1993-1994 25.453 18.394 43.847 30,84% 1976 146.566 1994-1995 26.292 18.336 44.628 30,45% 1977 143.739 1995-1996 26.938 18.641 45.579 31,71% 1978 146.588 1996-1997 27.803 22.666 50.469 34,43% 1979 147.965 1997-1998 30.912 24.288 55.200 37,31% 1980 148.134 1998-1999 34.747 27.161 61.908 41,79% 1981 140.760 1999-2000 39.612 32.535 72.147 51,26% 1982 137.118 2000-2001 45.561 38.133 83.694 61,04% 1983 132.434 2001-2002 42.543 37.820 80.363 60,68% 1984 125.364 2002-2003 41.721 39.046 80.767 64,43% 1985 116.280 2003-2004 40.874 37.935 78.809 67,76% 1986 112.594 2004-2005 40.204 38.054 78.258 69,50% 1987 106.227 2005-2006 40.020 38.222 78.242 73,66%

1988 107.302 2006-2007

10 39.724 24.768 64.492 60,10%

1989 101.438 2007-2008 39.972 28.404 68.376 67,41% 1990 102.042 2008-2009 41.783 23.630 65.413 64,10% 1991 102.462 2009-2010 42.690 24.498 67.188 65,57%

1992 103.797 2010-2011

10

42.941 38.695 81.636 78,65%

1993 101.499 2011-201261 45.455 32.438 77.893 76,74% 1994 103.460 2012-2013 47.926 32.689 80.615 77,92%

. * 90% . ** 2007-2008 90%. 90% .

60 : .., (..), (1992/931997/98), .... (2010) [ . ( ) ]. 61 2011-2012 2012-2013 , .

76

5: 18 (1989-2012) (%) [ ]. ,

. 2083/1992, . 6, , . , , , , , 1997 130 , 2000 99 (-, 2005: 61-62).

6: (1994-2002)

(-, 2005: 61). ,

. , ., 2004-2010 55,9% (. 6).

(1994-2002)

30,00%40,00%50,00%60,00%70,00%80,00%

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

18 (1989-2012)

77

6

(2004-2010)62

2004-2010

(%)

2004-2010

(%)

2004-2010

(%) 2004 21799 16314 38113 2005 23830 9,3 19100 17,1 42930 12,6 2006 27776 27,4 20008 22,6 47784 25,4 2007 28443 30,5 20904 28,1 49347 29,5 2008 30469 39,8 21404 31,2 51873 36,1 2009 34299 57,3 23138 41,8 57437 50,7 2010 35570 63,2 23853 46,2 59423 55,9

,

, . - (2005), , 25-34 183% 55-64 (. 7), (-, 2005: 47).

62 : .. [ ].

78

7

(2001)63

25-64 25-34

55-64 %

25 31 18 72 18 23 15 53 17 23 8 188

11 11 9 22 15 17 11 55

27 29 23 26 7 10 4 150

19 23 14 64 13 11 12 -8

14 16 9 78 13 13 10 30 6 7 4 75

14 14 11 27 13 16 7 129

11 11 9 22 12 16 7 129 12 17 6 183

11 16 5 220 17 19 12 58

18 20 10 100 18 22 9 144 11 12 10 20

12 13 7 86 9 10 5 100

15 22 7 214 7 9 4 125

7 8 5 60 12 14 5 180

20 23 15 53

,

(, , ) 25 . , 1960, , , (, 2013). ,

63 -, 2005: 48-49 [ ].

79

(, 2010: 97).

8.4

, , 20 .

8.4.1

, . , , , . , , 90%, , , , . , , , 50 , 14 . 19 . 1922, , ( & -, 1996: 15-24).

, , , , , ( & -, 1996: 31. , 2010: 4-6). , 1982, , - , . . , , , . , , , , , . ,

80

, , , , , . , , (, .: 2. & -, 1996: 38-57, 91. Gouvias, 1998: 308-312).

, (, 1997: 55), (-, 1995: 115, 121). , , , , (, 1997: 54). , . , , ( ), ( ), , . , , , , , , , , , (, 2010: 6).

, , , , status . , , 64. (Gouvias, 1998: 330. -, 2005: 77, 84) , , , , .

64 , 15 20, 10 (-, 2005: 82).

81

8.4.2

(numerus clausus) , , , . , 19 . , 1887 , , , . 1930, , . , ( & -, 1996: 20, 25).

20 . . , , , . , , . , , (-, 1995: 118-119. Gouvias, 1998: 305-306, 326).

, . , , , , , . , , , , 65 ( & -, 1996: 23, 26-27).

,

65 , (2012), (48,8%) 300- 400 , 20,7% 400 ( & , 2012: 37).

82

, , , , . , , (Gouvias, 1998: 317. -, 2005: 10-40).

, . , , , , , ( & -, 1996: 27. Gouvias, 1998: 305). , , ( & , 1985: 46). , , , (OECD, 2009: 149).

8.4.3

, , , , 19 . , ( & -, 1996: 19-20).

20 , ( , , KATE, ...) . , , , . ( & -, 1996: 28. -, 2005: 58-59).

83

. 1997 , . ( & , 1985: 28) , , , , (-, 2005: 70-72).

8.4.4

, , , (-, 2005: 43). , . .

. , , ( & -, 1996: 71. Gouvias, 1998: 316). 66, . 1997 54.099, 32% 105% (-, 2005: 55). , , , ( & -, 1996: 73).

. , . ,

66 , , , 474% 1961 1975 ( & , 1985: 116). , 1983 , , 46,6% ( & -, 1996: 70). , .

84

, , , , (..: 74-75). , , .

8.4.5

, . , , ( ), , . , 60% 16,1 20, , (Gouvias, 1998: 318. -, 2005: 114, 168).

, 67 (, 2012: 455). 68. , .. (2000) 62% (. 8).

8 69

31 62 7

67 . ( , status) ( & , 1985: 194).

68 , , , (Trow, 1991: 586, 593).

69 .. [ ].

85

, , . ( ) , , ( & -, 1996: 78. Gouvias, 1998: 306, 308. , 2012: 460).

. , . , , , numerus clausus . , ( ), , (-, 1995: 92-108. Gouvias, 1998: 329). , , , (-, 2005: 3-7).

, . 2010-11, 10 . 2,5 ( ..), 70 (, 2012: 459). (-, 1995: 104. & -, 1996: 78-79).

, , , ,

70 , ( & , 1985: 216. , 2005: 60).

86

71 (-, 1995: 96- 97, 105. , 2012: 455, 458), 1.

1: (1994-95) (Blndal et al., 2002: 41-42)

[ ].

8.4.6 ,

, . : - , , . ( ), -- , . , . , , , , ( & -, 1996: 31-32. Gouvias, 1998: 313-315).

71 , (.. OECD, 2009: 149).

01020304050607080

(1994-95)

87

, 72 , , (OECD, 2009: 145). , , , , 2008 185,2% (. 9).

9

(2008-2013)73

2008 2009 2010 2011 2012 2013

2008-2013

5,4 7,3 7,7 10,2 13,0 15,3 +185,2

5,5 6,6 8,6 12,7 16,4 17,6 +221,1

. . 9,9 11,0 14,8 20,0 27,0 29,9 +201,8

8,3 10,5 13,8 19,4 26,5 29,8 +258,2

3- 8,5 10,9 14,4 19,2 27,4 33,4 +292,3

6,1 8,0 10,9 16,3 24,6 27,9 +356,0 5,6 9,0 12,6 24,1 28,0 32,2 +476,9 9,7 14,3 20,0 28,5 38,3 42,9 +340,8 7,6 9,5 12,5 17,7 24,3 27,4 +258,2

, , , . :

72 , (, , , ) (4-6 ), , 4-7 (Blndal et al., 2002: 18).

73 .. 2013 [ ].

88

( & -, 1996: 76. OECD, 2009: 145).

, ( ) 281%. , , 20% 2008 (. 10).

10

(2008-2013)74

2008 2009 2010 2011 2012 2013 2008-2013

129,1 148,5 205,5 290,8 389,3 491,6 +280,9

86,7 88,3 88,2 74,4 76,1 69,3 -20,1

, , 2008-2013, , . (2009/10, 2010/11) 8-10% (. 3), , .

74 : .. ( 2013 ), (2012), (2013) [ ].

89

3: 2009/10 2010/11 (, 2011: 42).

90

9.

9.1

, , , , , , (. ). , , , , . , , , , , .

, , , (. . 3 8). ... . - ... .... 47 . (, , ), , . 2012 IBM SPSS 20.0. (, , , , , , , ) 1270 . , , , . . .

1950, 5 6% , : - , . ,

91

, . , 1950, , , , , , , UNESCO . , . , , , , , , 1982 .

, .

9.2

: 1.

; 2.

, , , ;

3. ; , ;

4. ; , ;

5. , ;

: 1.

, . , . :

92

2. (involvement) , , , .

3. .

4. . .

5. , .

6. , , .

7. , , . , .

8. . , (individual achievement) - .

9. , , .

10. .

11. , .

9.3

1270 (=1270, 76,2%) 55 .

93

9 75 (. 11). 20-56 , 22,9 3,7.

11

564 44,4 44,7 44,7 186 14,6 14,7 59,4 108 8,5 8,6 67,9 89 7 7 75 78 6,1 6,2 94,3 73 5,7 5,8 82,8 72 5,7 5,7 100 67 5,3 5,3 88,1 26 2 2,1 77 Total 1263 99,4 100

Missing 7 0,6 Total 1270 100

9.4

. . : . . , (r=0,19) , , (r=0,25). , (gamma=0,26), , , . (r=0,25) .

9.4.1

. , , , ,

75 55 , , 9 /: , , , , , , , ( ).

94

. 10 (intrinsic), , , , (extrinsic), , .

10

10. ; , . / : ; .

, ,

3, (involvement) , . , , . Trow (involuntary attendance), , , . standards (. 2.2.4 2.2.8).

10 10, 12.

95

12

(. 10) ; , .

(%)

80,2 40,7 40,6 35 25,6 21,8 14,9 9,9 8,3 / 5,6

,

10, : - - - - - .

, , : - - - - / - .

, : . , , (r= 0,19 p

(Hair, Anderson, Tatham, & Black, 1998: 90-92). , :

1: (): - - 2:

2 (intrinsic) , , : - - . 3: 3 , : - - - (extrinsic), , , . 4: 4 : - - ( ) , 4 . 5: 5 : - / , , (. 13 14).

97

13

Factor Analysis - Rotated Component Matrixa Component 1 2 3 4 5 E10.1_ -,831 -,081 -,084 ,061 -,004 E10.2_ ,782 ,141 -,106 ,153 -,025 E10.3_ ,047 ,318 ,296 ,556 -,174 E10.4_ ,169 -,055 ,415 -,575 ,000 E10.5_ ,116 ,803 -,005 ,040 ,069 E10.6_ ,045 -,069 ,724 -,211 ,064 E10.7_ ,062 ,785 -,031 ,010 -,037 E10.8_ -,100 ,046 ,763 ,180 ,000 E10.9_ ,377 -,167 -,031 ,606 ,141 E10.10_ -,001 ,020 ,059 -,003 ,976 Extraction Method: Principal Component Analysis. Rotation Method: Quartimax with Kaiser Normalization. a. Rotation converged in 5 iterations.

14 Factor Analysis -

Component Initial Eigenvalues Rotation Sums of Squared Loadings

Total % of Variance Cumulative % Total % of Variance Cumulative % 1 1,831 18,308 18,308 1,504 15,037 15,037 2 1,437 14,373 32,681 1,428 14,282 29,319 3 1,224 12,235 44,916 1,390 13,899 43,219 4 ,994 9,945 54,861 1,113 11,132 54,351 5 ,963 9,625 64,486 1,014 10,135 64,486 6 ,858 8,575 73,061 7 ,843 8,434 81,496 8 ,702 7,016 88,512 9 ,620 6,198 94,710 10 ,529 5,290 100,000

Extraction Method: Principal Component Analysis.

10 11, . 11 (. 15):

98

15

11 11. , : )

41,5%

) 58,5%

,

10 11 , . , , , , , . 16-25, 11.

. , , , , , , , ( ) . status , . . , , , . , , .

, , , . , , , 76. ,

76 , , .

99

13, 15, 16 (. . 112).

, , , . . , 16, : 80,2% . , . . (, , ) . . (. 16).

, .

100

16

: (. 10.2)

E10.2_ Total

67 9 76

88,2% 11,8% 100,0%

480 75 555

86,5% 13,5% 100,0%

60 12 72

83,3% 16,7% 100,0%

148 38 186

79,6% 20,4% 100,0%

53 17 70

75,7% 24,3% 100,0%

61 28 89

68,5% 31,5% 100,0%

71 35 106

67,0% 33,0% 100,0%

42 22 64

65,6% 34,4% 100,0%

16 10 26

61,5% 38,5% 100,0%

Total 998 246 1244

80,2% 19,8% 100,0% Cramers V = 0,20 p < 0.000

101

. , , . , (. 17).

17 :

(. 10.3) E10.3_

Total

44 34 78

56,4% 43,6% 100,0%

12 14 26

46,2% 53,8% 100,0%

78 108 186

41,9% 58,1% 100,0%

205 353 558

36,7% 63,3% 100,0%

25 48 73

34,2% 65,8% 100,0%

18 46 64

28,1% 71,9% 100,0%

21 68 89

23,6% 76,4% 100,0%

16 54 70

22,9% 77,1% 100,0%

22 84 106

20,8% 79,2% 100,0%

Total 441 809 1250

35,3% 64,7% 100,0%

Cramers V = 0,18 p < 0.000

102

, : . , , (. 18).

18 :

(. 10.5)

E10.5_ Total

56 22 78

71,8% 28,2% 100,0%

35 38 73

47,9% 52,1% 100,0%

194 365 559

34,7% 65,3% 100,0%

3 23 26

11,5% 88,5% 100,0%

7 63 70

10,0% 90,0% 100,0%

15 171 186

8,1% 91,9% 100,0%

6 100 106

5,7% 94,3% 100,00%

5 84 89

5,6% 94,4% 100,0%

2 62 64

3,1% 96,9% 100,0%

Total 323 928 1251

25,8% 74,2% 100,0%

Cramers V = 0,43 p < 0.000

103

: , , (. 19).

19

: (.10.7)

E10.7_ Total

28 50 78

35,9% 64,1% 100,0%

168 391 559

30,1% 69,9% 100,0%

19 54 73

26,0% 74,0% 100,0%

6 20 26

23,1% 76,9% 100,0%

11 53 64

17,2% 82,8% 100,0%

12 94 106

11,3% 88,7% 100,0%

10 79 89

11,2% 88,8% 100,0%

18 168 186

9,7% 90,3% 100,0%

3 67 70

4,3% 95,7% 100,0%

Total 275 976 1251 78,0% 22,0% 100,0% Cramers V = 0,24 p < 0.000

104

, , , , . : , 20.

20 :

(. 10.9)

E10.9_ Total

107 79 186

57,5% 42,5% 100,0%

260 299 559

46,5% 53,5% 100,0%

43 63 106

40,6% 59,4% 100,0%

22 42 64

34,4% 65,6% 100,0%

24 49 73

32,9% 67,1% 100,0%

18 52 70

25,7% 74,3% 100,0%

19 59 78

24,4% 75,6% 100,0%

18 71 89

20,2% 79,8% 100,0%

4 22 26

15,4% 84,6% 100,0%

Total 515 736 1251

41,2% 58,8% 100,0%

Cramers V = 0,24 p < 0.000

105

, , , ( ) , , , , (7,7% .. 14.9%) ( 43 559), (. 21).

21 :

(. 10.6)

E10.6_ Total

37 36 73

50,7% 49,3% 100,0%

36 53 89

40,4% 59,6% 100,0%

25 81 106

23,6% 76,4% 100,0%

6 20 26

23,1% 76,9% 100,0%

13 65 78

16,7% 83,3% 100,0%

8 62 70

11,4% 88,6% 100,0%

15 171 186

8,1% 91,9% 100,0%

43 516 559

7,7% 92,3% 100,0%

4 60 64

6,3% 93,8% 100,0%

Total 187 1064 1251

14,9% 85,1% 100,0% Cramers V = 0,36 p < 0.000

106

( ) . , , , . , , , (. 22).

22 :

(. 10.4)

E10. 4_ Total

51 38 89

57,3% 42,7% 100,0%

36 34 70

51,4% 48,6% 100,0%

13 13 26

50,0% 50,0% 100,0%

36 37 73

49,3% 50,7% 100,0%

87 99 186

46,

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