Figures and Tables

In: Preparing Indonesian Youth
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2.1Regression lines for schools at the highest 25%, middle 50%, and the lowest 25% SES quartile, with 95% confidence intervals.37
4.1Theoretical framework: Indonesian teacher education students’ motivations for choosing a teaching career (adapted from Watt & Richardson, 2007, p. 176; Suryani, Watt, & Richardson, 2016).73
4.2Different religious beliefs based on gender and religious groups.75
4.3Different religious influences on motivation to become teachers based on gender and religious groups.76
4.4Perception that teaching requires high expertise based on gender and religious groups.77
4.5Perception that teaching has high social status based on gender and religious groups.78
4.6Satisfaction with choice of becoming a teacher based on gender and religious groups.78
4.7Different aspirations based on religious groups.79
4.8Planned effort based on gender and religious groups.80
4.9Planned persistence based on gender and religious groups.80
4.10Professional development aspirations based on gender and religious groups.81
4.11Structural model for perceptions, religious beliefs and PECDA factors.81
9.1Conceptual illustration of the barrier-to-participation framework (Framework One).166
9.2Conceptual illustration of the sub-grouping framework (Framework Two).169
9.3Conceptual illustration of the governance framework (Framework Three).170
1.1The Indonesian educational system.4
2.1Number of participants.29
2.2Descriptive statistics.33
2.3Inter-correlations between predictor variables.34
2.4Results of the multilevel models predicting students’ science literacy; number represent standardised coefficients, standard errors, and p values (1-tailed).35
2.5Interaction between teaching and SES (Models 4a–f).37
3.1Case studies.54
5.1Participants’ qualification and teaching experience.96
6.1Summary of findings.118
7.1Teachers’ accounts.132
10.1Regression for attribution, ethnic identity, religiosity, self-efficacy, intelligence beliefs on motivational goals.192
11.1Age, educational profile and employment status of in-migrant youth.206
11.2Education attainment of the in-migrant population (by percentage).210
11.3The integrating and inhibiting factors.214

Preparing Indonesian Youth

A Review of Educational Research

  • Chapter 1 Preparing Youth for Indonesia 4.0


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