The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development (Stanovich, 2009). During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., Mudrak et al., 2015, 2019, 2019b; Ziegler & Stoeger, 2017) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis (...) on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, Martin et al., 2016). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children’s reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direct effect of developmental resources on reading competence. The second model included the motivational variables as mediators between resources and competence. The third model included school grades as mediators between resources and motivational variables. Our analyses indicated the good fit of the proposed models. The final model explained 37.8 % of the variance in children’s school grades and 46.5 % of the variance in reading literacy test scores (compared to 34.8 % in the first model). Moreover, parental socioeconomic status was strongly associated with parental expectations, which were associated with reading confidence, partially through the effect of parental expectations on children’s school grades. Reading confidence was the main predictor of reading literacy within the model, followed by the direct effects of parental resources. The results illustrate complex processes through which the family environment affects the development of learning competencies such as reading literacy by providing children with the relevant social and material resources associated with their motivation and school outcomes. We discuss some of the reasons that these relationships may take place and consider their implications for educational practice. (shrink)

Despite a meritocratic discourse prevalent in higher education, academic careers appear to be deeply influenced by structural inequalities. In this study, we employed a systemic perspective that merged organizational theories of cumulative advantage and job crafting to explore the career development of highly productive researchers. Our focus was on the dynamic relationship between the researchers’ agency and the organizational structure of their workplaces, which facilitated their access to crucial job resources, enhancing their research productivity. Methodologically, we conducted a large-scale qualitative (...) study exploring how academics at public universities perceived their work environments in relation to their career development. The analysis showed that participants “crafted” their jobs to acquire career-related resources, leading to cumulative benefits in later career stages. We identified three main themes across career stages: "crafting dependence" in the early career stage, when participants navigated dependency; "crafting independence" in the mid-career stage, as they established autonomy in their research; and "crafting interdependence" in the advanced stages, where participants occupied central positions at their workplaces, leveraging access to resources that they invested in other people to accumulate further resources and maintain their high research productivity. We discuss these findings from the perspective of individual academic career development as conditions for developing research excellence as well as from an institutional perspective, with implications for the development of inequalities in academic workplaces. (shrink)

In this paper the authors seek to contribute to a new ontology of an embodied, desiring subject through an exploration of their own subjectivities and of the ways in which subjectivities are produced and transformed through affective attachments to place. Using the method of collective biography (Davies, Gannon 2006) and drawing on Deleuze and Guattari’s concepts of desire and territorialization they examine their affective responses and attachments to place: Australia and the Czech Republic. As a point of departure for their (...) analysis, the authors ask: What does it mean to be homesick for a place which is not one’s home? What does it mean to desire a place? What of the other place is inscribed in the body? In asking this, the authors show the extent to which place is a zone of immanence in which a continual play of de- and re-territorialization occurs. (shrink)