As school learning should enable people to self-determine their own lives, its long-lasting relevance for participation in further education is an essential outcome. Contemporary adult education research shows that beliefs and memories from one's school years have an impact on the motivation to pursue further education in working life. However, almost no longitudinal research exists that investigates the long-term forces behind adults' motivation to educate themselves. Hence, the present study examined whether students' learning-related behaviour, cognitions and emotions that developed in their school years are related to the subjective value they place on further education, their expectations of success in solving further learning tasks, and thus the likelihood of participating in further education. Corresponding structural equation analyses on data from the German panel study LifE (n = 1,110) revealed that the learning behaviour, ability self-concept and test anxiety at the age of 12, along with their individual change between the ages of 12 and 16, are associated in different ways with the attainment value and subjective costs placed on further education and expectations of success at the age of 35. In contrast, no influence of youth characteristics on the likelihood of participating in further education could be found. The findings indicate that especially the development of learning-related cognitions and emotions in secondary school is sustainably related to the individual's success expectancy and achievement value of further education. Long-term dependencies should be further investigated with regard to academic domains and socio-economic pathways.

中文翻译：

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学校教育对继续教育的长期影响：对青年和成年期动机和行为的纵向观察。

由于学校学习应该使人们能够自主决定自己的生活，因此学校学习与继续教育的长期相关性是一项重要成果。当代成人教育研究表明，一个人在校期间的信念和记忆会影响其在工作生活中继续深造的动机。然而，几乎没有纵向研究调查成年人自我教育动机背后的长期力量。因此，本研究考察了学生在学年期间形成的与学习相关的行为、认知和情绪是否与他们对继续教育的主观价值、他们对成功解决进一步学习任务的期望以及由此产生的可能性有关。参加继续教育。德国小组研究 LifE (n = 1,110) 数据的相应结构方程分析显示，12 岁时的学习行为、能力自我概念和考试焦虑，以及他们在 12 至 16 岁之间的个体变化，是与继续教育的成就价值和主观成本以及 35 岁时对成功的期望以不同方式相关。相比之下，没有发现青年特征对参加继续教育的可能性的影响。研究结果表明，尤其是中学学习相关认知和情绪的发展与个人的成功预期和继续教育的成就价值持续相关。