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Entwicklungspsychologie des Erwachsenenalters
Hasselhorn, Marcus; Titz, Cora
Book Chapter
| Aus: Arnold, Rolf; Nuissl, Ekkehard; Schrader, Josef (Hrsg.): Wörterbuch Erwachsenen- und Weiterbildung | Bad Heilbrunn: UTB/Klinkhardt | 2023
43689 Endnote
Author(s):
Hasselhorn, Marcus; Titz, Cora
Title:
Entwicklungspsychologie des Erwachsenenalters
In:
Arnold, Rolf; Nuissl, Ekkehard; Schrader, Josef (Hrsg.): Wörterbuch Erwachsenen- und Weiterbildung, Bad Heilbrunn: UTB/Klinkhardt, 2023 , S. 114-115
DOI:
10.35468/wbeb2022-074
URL:
https://wb-erwachsenenbildung.net/download/entwicklungspsychologie-des-erwachsenenalters/
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Disziplin <Wissenschaft>; Emotion; Entwicklungspsychologie; Erleben; Erwachsenenalter; Erwachsener; Kognition; Verhalten
DIPF-Departments:
Bildung und Entwicklung
Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention
Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf
Journal Article
| In: Frontiers in Psychology. Section Quantitative Psychology and Measurement | 2022
43065 Endnote
Author(s):
Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf
Title:
Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention
In:
Frontiers in Psychology. Section Quantitative Psychology and Measurement, 13 (2022) , S. 954532
DOI:
10.3389/fpsyg.2022.954532
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.954532/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Antwort; Datenanalyse; Dauer; Effektivität; Einflussfaktor; Erwachsener; Evaluation; Frage; Intervention; Kompetenz; Leistungstest; Logdatei; Messung; Motivation; Technologiebasiertes Testen; Testkonstruktion; Validität; Verhalten; Verhaltensänderung
Abstract (english):
In large-scale assessments, disengaged participants might rapidly guess on items or skip items, which can affect the score interpretation's validity. This study analyzes data from a linear computer-based assessment to evaluate a micro-intervention that blocked the possibility to respond for 2 s. The blocked response was implemented to prevent participants from accidental navigation and as a naive attempt to prevent rapid guesses and rapid omissions. The response process was analyzed by interpreting log event sequences within a finite-state machine approach. Responses were assigned to different response classes based on the event sequence. Additionally, post hoc methods for detecting rapid responses based on response time thresholds were applied to validate the classification. Rapid guesses and rapid omissions could be distinguished from accidental clicks by the log events following the micro-intervention. Results showed that the blocked response interfered with rapid responses but hardly led to behavioral changes. However, the blocked response could improve the post hoc detection of rapid responding by identifying responses that narrowly exceed time-bound thresholds. In an assessment context, it is desirable to prevent participants from accidentally skipping items, which in itself may lead to an increasing popularity of initially blocking responses. If, however, data from those assessments is analyzed for rapid responses, additional log data information should be considered.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Prediction of disorientation by accelerometric and gait features in young and older adults […]
Teipel, Stefan J.; Amaefule, Chimezie O.; Lüdtke, Stefan; Görß, Doreen; Faraza, Sofia; Bruhn, Sven; […]
Journal Article
| In: Frontiers in Psychology | 2022
42734 Endnote
Author(s):
Teipel, Stefan J.; Amaefule, Chimezie O.; Lüdtke, Stefan; Görß, Doreen; Faraza, Sofia; Bruhn, Sven; Kirste, Thomas
Title:
Prediction of disorientation by accelerometric and gait features in young and older adults navigating in a virtually enriched environment
In:
Frontiers in Psychology, 13 (2022) , S. 882446
DOI:
10.3389/fpsyg.2022.882446
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.882446/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Objective: To determine whether gait and accelerometric features can predict disorientation events in young and older adults. Methods: Cognitively healthy younger (18-40 years, n = 25) and older (60-85 years, n = 28) participants navigated on a treadmill through a virtual representation of the city of Rostock featured within the Gait Real-Time Analysis Interactive Lab (GRAIL) system. We conducted Bayesian Poisson regression to determine the association of navigation performance with domain-specific cognitive functions. We determined associations of gait and accelerometric features with disorientation events in real-time data using Bayesian generalized mixed effect models. The accuracy of gait and accelerometric features to predict disorientation events was determined using cross-validated support vector machines (SVM) and Hidden Markov models (HMM). Results: Bayesian analysis revealed strong evidence for the effect of gait and accelerometric features on disorientation. The evidence supported a relationship between executive functions but not visuospatial abilities and perspective taking with navigation performance. Despite these effects, the cross-validated percentage of correctly assigned instances of disorientation was only 72% in the SVM and 63% in the HMM analysis using gait and accelerometric features as predictors. Conclusion: Disorientation is reflected in spatiotemporal gait features and the accelerometric signal as a potentially more easily accessible surrogate for gait features. At the same time, such measurements probably need to be enriched with other parameters to be sufficiently accurate for individual prediction of disorientation events. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Zum Zusammenspiel von Selbstwert, sozialer Herkunft und kognitiven Fähigkeiten für die Vorhersage […]
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Wagner, Jenny; Maaz, Kai; Köller, Olaf
Journal Article
| In: Zeitschrift für Pädagogik | 2021
42244 Endnote
Author(s):
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Wagner, Jenny; Maaz, Kai; Köller, Olaf
Title:
Zum Zusammenspiel von Selbstwert, sozialer Herkunft und kognitiven Fähigkeiten für die Vorhersage von Bildungs- und Berufserfolg im Erwachsenenalter
In:
Zeitschrift für Pädagogik, 67 (2021) 5, S. 682-702
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Jugendlicher; Junger Erwachsener; Selbstwertgefühl; Kognitive Kompetenz; Soziale Herkunft; Prognose; Berufserfolg; Bildungserfolg; Psychosoziale Fähigkeit; Wirkung; Interaktion; Schulform; Bildungsbiografie; Sozioökonomische Lage; Einkommen; Regressionsanalyse; Multivariate Analyse; Längsschnittuntersuchung; Deutschland
Abstract:
Eine der zentralen Fragen sozialwissenschaftlicher Forschung ist die Vorhersage sozioökonomischen Erfolges im Erwachsenenalter. Die vorliegende Arbeit untersucht die Bedeutung des Selbstwertes und dessen Zusammenspiel mit sozialer Herkunft und kognitiven Grundfähigkeiten im frühen Jugendalter für die Vorhersage des Bildungs- und beruflichen Erfolges. Spezifisch wird geprüft, ob die Faktoren interagieren und vor allem Selbstwert kompensatorisch oder verstärkend auf existierende (soziale) Herkunftsunterschiede wirkt. Dies wurde mit der längsschnittlichen Studie Bildungsverläufe und psychosoziale Entwicklung im Jugendalter und jungen Erwachsenenalter (BIJU) mit den Entwicklungen von der 7. Klasse bis ins Alter von knapp 31 Jahren untersucht. Es ließen sich Hinweise auf einen positiven Interaktionseffekt zwischen Selbstwert und sozioökonomischem Hintergrund für die Vorhersage des Bildungserfolges identifizieren. Dieser Interaktionseffekt konnte jedoch auch mit einer Interaktion zwischen sozioökonomischem Hintergrund und kognitiven Grundfähigkeiten erklärt werden. Im Hinblick auf Berufsstatus und Arbeitseinkommen deuteten sich keine Haupt- und Interaktionseffekte des Selbstwerts an. Zusammenfassend fanden sich zumindest für den Bildungserfolg im Erwachsenenalter Indizien für kumulative Vorteile aufgrund vorangehender (sozialer) Unterschiede (Matthäuseffekte). Diese waren jedoch nicht spezifisch für Selbstwert, sondern auch durch kognitive Ressourcen erklärbar. Es fanden sich keine Hinweise auf kompensatorische Effekte zwischen vorangehenden Ressourcenunterschieden. (DIPF/Orig.)
Abstract (english):
One of the central questions in social science research is what predicts socioeconomic success in adulthood. This article investigates the role of self-esteem and its interplay with social background and intelligence in early adolescence in predicting educational attainment and occupational success in adulthood. Specifically, the present study tests for interactions between these factors and examines whether self-esteem, in particular, has a compensatory or amplifying effect on existing (social) background differences. To this end, it draws on data from the longitudinal study Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood (BIJU), tracking development from the age of 12 to 31 years. The results indicate a positive interaction effect between self-esteem and socioeconomic background in predicting educational attainment. However, this interaction effect was similarly explained by an interaction between socioeconomic background and intelligence. There were no main or interaction effects of self-esteem on occupational status or income. In sum, at least for educational attainment in adulthood, the results point to cumulative advantages of baseline (social) differences (Matthew effects). These were not specific to self-esteem, however, but were also explained by cognitive resources. No evidence was found for compensatory effects between baseline differences in resources. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
The joint power of personality and motivation dynamics for occupational success. Bridging two […]
Brandt, Naemi D.; Isreal, Anne; Becker, Michael; Wagner, Jenny
Journal Article
| In: European Journal of Personality | 2021
42515 Endnote
Author(s):
Brandt, Naemi D.; Isreal, Anne; Becker, Michael; Wagner, Jenny
Title:
The joint power of personality and motivation dynamics for occupational success. Bridging two largely separated fields
In:
European Journal of Personality, 35 (2021) 4, S. 480-509
DOI:
10.1177/0890207021996965
URL:
https://journals.sagepub.com/doi/10.1177/0890207021996965
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsbedingungen; Berufserfolg; Deutschland; Einflussfaktor; Erwachsener; Erwartung; Faktorenanalyse; Junger Erwachsener; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Messverfahren; Motivation; Persönlichkeit; Persönlichkeitsmerkmal; Schulabschluss; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Veränderung; Zufriedenheit
Abstract (english):
When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people's success: how people act (personality) and what motivates them to act this way (motivation). However, little is known about whether and how personality and motivation change together and how their possible dynamic interplay predicts success. We investigated the roles that changes in personality and expectancy beliefs played in explaining occupational success in 4121 participants assessed after high school (Mage ¼ 22.80, SDage ¼ 0.70; 63% female) and about 20 years later. We used latent change models and moderated structural equation modeling to investigate correlated change and latent change interactions of personality and expectancy beliefs in predicting success. Results illustrated that besides being related in a nomological net, personality and expectancy beliefs also illustrated a strong interrelatedness in change across time. We found the clearest joint change dynamics between emotional stability, conscientiousness, self-concept, and self-efficacy. Changes in personality and expectancy beliefs were furthermore associated with objective and subjective occupational success. The results call for a more integrative view on personality-motivation dynamics across time for understanding the long-term adaptive ingredients of occupational success stories in adulthood.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Mobile sensing with smart wearables of the physical context of distance learning students to […]
Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; […]
Journal Article
| In: Sensors | 2021
42008 Endnote
Author(s):
Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; Weidlich, Joshua; Drachsler, Hendrik
Title:
Mobile sensing with smart wearables of the physical context of distance learning students to consider its effects on learning
In:
Sensors, 21 (2021) 19, S. 6649
DOI:
10.3390/s21196649
URL:
https://www.mdpi.com/1424-8220/21/19/6649
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lernen; Einflussfaktor; Lernumgebung; Lernort; Lernvoraussetzungen; Hausunterricht; Learning Analytics; Smartphone; Neue Technologien; Datenerhebung; Erhebungsinstrument; Software; Softwareentwicklung; Implementierung; Erwachsener; Fragebogen; Datenanalyse
Abstract:
Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
Abstract (english):
Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
DIPF-Departments:
Informationszentrum Bildung
Only some attempts at meaning-making are successful. The role of change-relatedness and positive […]
Huang, Manxia; Schmiedek, Florian; Habermas, Tilmann
Journal Article
| In: Journal of Personality | 2021
41066 Endnote
Author(s):
Huang, Manxia; Schmiedek, Florian; Habermas, Tilmann
Title:
Only some attempts at meaning-making are successful. The role of change-relatedness and positive implications for the self
In:
Journal of Personality, 89 (2021) 2, S. 175-187
DOI:
10.1111/jopy.12573
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jopy.12573
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Erwachsener; Eltern; Verlust; Trauer; Depression; Psychisches Trauma; Bewältigung; Biografie; Wandel; Akzeptanz; Bildungsbeteiligung; Dauer; Bildungsniveau; Einflussfaktor; Befragung; Fragebogen; China
Abstract:
Objective: Although meaning making and specifically autobiographical reasoning are expected to relate to well-being, findings tend to be mixed. Attempts at meaning making do not always lead to meaning made. We aimed to disentangle these complex relationships and also explore the role of level of education. Method: Ninety participants (mean age 36.73 years, SD = 7.27; 74.4% women, 25.6% men) who had experienced the loss of a parent through death, going missing, or Alzheimer's disease narrated this loss, a sad, a turning point, and a self-defining memory, and completed questionnaires assessing depression, trauma symptoms, and protracted grief. Three aspects of autobiographical reasoning (quantity, valence, and change-relatedness of self-event connections) were related to meaning made (sophistication of meaning making) and symptom level. Results: Years of education correlated both with positive implications of autobiographical reasoning and with meaning made. The quantity, positivity, and change-relatedness of attempts at meaning making (self-event connections) predicted accomplished meaning made, and positivity alone predicted less prolonged grief. Conclusions: Adapting the life story after a loss such that change of the self is acknowledged and positive change can be constructed helps finding meaning and lowering protracted grief. These changes in narrative identity are supported by more years of education. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Unequal civic development? Vocational tracking and civic outcomes in Germany
Savage, Corey; Becker, Michael; Baumert, Jürgen
Journal Article
| In: AERA Open | 2021
43599 Endnote
Author(s):
Savage, Corey; Becker, Michael; Baumert, Jürgen
Title:
Unequal civic development? Vocational tracking and civic outcomes in Germany
In:
AERA Open, 7 (2021)
DOI:
10.1177/23328584211045397
URL:
https://journals.sagepub.com/doi/10.1177/23328584211045397
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Berlin; Berufsbildung; Bildungsgang; Deutschland; Differenzierung; Empirische Untersuchung; Interesse; Jugendlicher; Junger Erwachsener; Längsschnittuntersuchung; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Partizipation; Politik; Quasi-Experiment; Sachsen-Anhalt; Schulsystem; Sekundarstufe II; Selbstkonzept; Übergang; Ungleichheit; Wahl; Wirkung; Zivilgesellschaft
Abstract:
Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany (N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Handbuch Mehrsprachigkeit und Bildung
Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique (Hrsg.)
Compilation Book
| Wiesbaden: Springer VS | 2020
41617 Endnote
Editor(s)
Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique
Title:
Handbuch Mehrsprachigkeit und Bildung
Published:
Wiesbaden: Springer VS, 2020
DOI:
10.1007/978-3-658-20285-9
URL:
https://link.springer.com/book/10.1007/978-3-658-20285-9
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Alter; Asylant; Bewertung; Bildung; Bildungserfolg; Bildungssprache; Computerunterstütztes Lernen; Deutschunterricht; Diagnostik; Didaktisches Prinzip; Empirische Forschung; Erwachsener; Erzieher; Erziehungswissenschaft; Ethnische Minderheit; Fachunterricht; Familie; Flüchtling; Fremdsprache; Fremdsprachenunterricht; Geschlecht; Grammatik; Handbuch; Identität; Inklusion; Kind; Konzeption; Lehren; Leistungsmessung; Lernen; Literalität; Mathematikunterricht; Mehrsprachigkeit; Minderheitensprache; Modell; Multikulturalität; Muttersprachlicher Unterricht; Qualifizierung; Schulentwicklung; Spracherwerb; Sprachpolitik; Tertiärer Bereich; Theorie; Therapie; Unterricht; Vorschulalter; Wirkung; Wissenstransfer
Abstract:
Das Handbuch funktioniert als Nachschlagewerk, das Theorie, empirische Forschung und praxisrelevante Erkenntnisse aus den dynamischen Forschungsfeldern Mehrsprachigkeit und Bildung in ihrer Verschränkung präsentiert. Die behandelten Themen schließen den internationalen Stand der Forschung und Entwicklung ein. Beiträge über Traditionen der Konzeptualisierung von Sprache und Bildung ermöglichen ein besseres Verstehen heutiger 'Normalvorstellungen' und repräsentieren multidisziplinäre Perspektiven. In Zeiten der Globalisierung und großräumiger individueller Mobilität ist dieses Werk nicht nur von aktueller Bedeutung, sondern auch zukunftsrelevant. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Schulformen und sozioökonomischer Erfolg im jungen Erwachsenenalter. Werden unterschiedliche […]
Becker, Michael; Tetzner, Julia; Baumert, Jürgen
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
40921 Endnote
Author(s):
Becker, Michael; Tetzner, Julia; Baumert, Jürgen
Title:
Schulformen und sozioökonomischer Erfolg im jungen Erwachsenenalter. Werden unterschiedliche Ausbildungswege auf dem Arbeitsmarkt gleich honoriert?
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 5, S. 979-1017
DOI:
10.1007/s11618-020-00973-7
URN:
urn:nbn:de:0111-pedocs-237147
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237147
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Abschlusszeugnis; Arbeitslosigkeit; Arbeitsmarkt; Berlin; Berufsbildung; Berufschance; Bildungsexpansion; Diskriminierung; Einflussfaktor; Einkommen; Empirische Untersuchung; Erfolg; Erwachsener; Flexibilisierung; Junger Erwachsener; Längsschnittuntersuchung; Mecklenburg-Vorpommern; Multivariate Analyse; Nordrhein-Westfalen; Regressionsanalyse; Sachsen-Anhalt; Schulabschluss; Schüler; Schulform; Sekundarbereich; Sozioökonomische Lage
Abstract:
Inwiefern der Besuch unterschiedlicher Schulformen Lernen und Bildungsverläufe beeinflusst, ist ein vieldiskutiertes Thema. Arbeiten zu Effekten der Schulformen für den Erfolg auf dem Arbeitsmarkt liegen jedoch bislang nur wenige vor. Hier setzt der vorliegende Beitrag an, in dem in einer längsschnittlichen Perspektive (N = 5292 Personen) überprüft wird, welche Effekte der Besuch unterschiedlicher Schulformen in der Sekundarstufe (vom Beginn der 7. Klasse) auf spätere berufliche Merkmale (Berufsprestige, Einkommen und Arbeitslosigkeit im Alter von knapp 31 Jahren) aufweist. Die Ergebnisse weisen prima facie auf Unterschiede zwischen Schulformen hin, aber ein Großteil der Effekte lässt sich durch schulische bzw. berufliche Abschlüsse, sowie individuelle und soziale Hintergrundunterschiede erklären. Zumindest für das Einkommen und Arbeitslosigkeit erscheinen vor allem die schulischen und beruflichen Abschlüsse maßgebend. Der Effekt des Besuchs der Hauptschule im Vergleich zu anderen Schulformen bleibt jedoch mit einem niedrigeren Berufsprestige assoziiert, auch unter zusätzlicher Kontrolle des individuellen und sozialen Hintergrundes. Die Ergebnisse legen nahe, dass unterschiedliche Wege durch die Schulformen der Sekundarstufe auf dem Arbeitsmarkt partiell differenziell entlohnt werden: nicht für das Einkommen und Erwerbslosigkeit, aber für den beruflichen Status.
Abstract (english):
There has been much discussion of the extent to which the secondary school type attended influences learning and educational trajectories in Germany. However, little is yet known about the effects of school type on later labor market outcomes. This article aims to fill this gap by taking a longitudinal perspective on the effects of attending different secondary school types (following N = 5292 persons from the beginning of grade 7) on later occupational characteristics (job prestige, income, and unemployment at age 31 years). At first glance, the results point to differences between school types, but these effects are to a large extent explained by school/vocational qualifications and by individual and social differences. When it comes to predicting income and unemployment, at least, vocational qualifications, in particular, seem to be decisive. The effect of attending a vocational-track Hauptschule relative to the other school types remains associated with lower occupational status, however, even with additional control for individual and social background. The findings suggest that different educational pathways in the form of different secondary school types are indeed to some extent differently rewarded on the labor market: not in terms of income and unemployment, but in terms of occupational status.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
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