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Profile

  

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Main Areas of Scientific Interest

• Relationships between social generations (generations in the sense of age cohorts)
• Historical changes in family and partnerships and in the field of education and learning
• Socialization, education and learning in the family and in school
• Family relations and intergenerational exchanges
• Development of social relationships in the life course
• Intergenerational transmission of education and parenting
• Learning in adolescence and young adulthood in various contexts
• Agency and social participation in adolescence and young adulthood
• Professional practice in educational contexts such as in school, youth education programmes, and child and youth welfare
• Quantitative research methods, longitudinal and life course studies

Current Projects

LifE^3G – Interlinked Life Courses From Childhood to Late Adulthood in the Context of Three Generations
LifE^3G is one of a few longitudinal three-generation studies with an observation period of more than four decades. Besides its long-term perspective, the study’s unique selling points consist of its multi-generational, multi-actor and multi-domain approaches. The data structure permits interdisciplinary processing of questions concerning individual development over several stages of life in the context of family relations and in different domains, as well as the investigation of intergenerational continuities and discontinuities across three generations.
Authors: F. Berger, W. Lauterbach, H. Fend & U. Grob

Scientific evaluation of the European Erasmus+ Youth Education Programmes
For the programme period 2021 to 2027, Fred Berger and Susanne Gadinger are the official Austrian research partners for the scientific evaluation of the European youth education programmes. Studies to scientifically accompany the programmes Erasmus+ Youth and European Solidarity Corps are planned. Furthermore, the consequences of the coronavirus pandemic on youth work in Europe and the contributions of the European youth programmes to sector-specific strategies that frame and guide the programmes are investigated. The evaluation research is commissioned by the Austrian Agency for Education and Internationalisation (OeAD). It is integrated into the European RAY research network (Research-based analysis of European youth programmes).

Two regional longitudinal youth studies in Zillertal, Tyrol, are currently investigating the transitions from primary school to lower secondary school and from lower secondary school to upper secondary school in the theoretical framing of a resource model for coping with educational transitions. As these longitudinal studies took place during the pandemic (2019-2022), they also enable insights on important questions regarding coping with the challenges of out-of-school distance learning and a possible increase of educational disparities during the pandemic.
Authors: F. Berger, W. Hagleitner, L. Jesacher-Rößler, C. Kraler, S. Roßnagl & C. Schreiner

Furthermore, a study on distance learning and psychosocial wellbeing of students in higher education during the pandemic is currently running at the University of Innsbruck.
Authors: F. Berger, G. Gniewosz, W. Hagleitner, J. Jegg, S. Roßnagl