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Parents’ motives for home education are one of the most researched topics within home
education research. The focus of this article is on the question of the degree to which the results
regarding these motives are influenced and shaped by the applied methods and the
social context. The empirical basis is a meta-analysis of twelve research examples from the
last two decades. It is concluded that the diversity within the results can partly be traced
back to fundamental differences in the methodological design, to the absence of detailed
theoretical modelling and remarkable differences of the survey instruments and that the
role of the social environment and the process of the construction of motives in a certain social
context deserve more attention.
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