@article{ScharfBeckerStallaschetal.2020,
  author    = {Scharf, Jan and Becker, Michael and Stallasch, Sophie E. and Neumann, Marko and Maaz, Kai},
  title     = {Primary and secondary effects of social background across secondary education},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {6},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-020-00981-7},
  pages     = {1251 -- 1282},
  year      = {2020},
  abstract  = {Secondary education is characterised by a sequence of transitions that are linked to educational inequality. Regarding social background effects, inequalities relate to disparities in educational achievement (primary effects) and educational decisions (secondary effects). In the present study, both primary and secondary effects are analysed based on an entire student cohort in the Hamburg school system (KESS study) across the course of secondary education, i.e. from entering secondary school to aiming for higher education. The KHB method is applied in order to decompose the effects, including transitions to upper secondary education. In line with previous research, total social background effects decrease across educational trajectories. No clear pattern emerges concerning an assumed increase in the relative importance of secondary effects. Primary effects operationalised by school grades are slightly predominant in the transition to lower secondary education, and nearly the same ratio is found for the transition to upper secondary education. However, regarding the aim to enter higher education, the relative importance of secondary effects is more clearly discernible.},
  language  = {de}
}
@article{LazaridesViljarantaRantaetal.2017,
  author    = {Lazarides, Rebecca and Viljaranta, Jaana and Ranta, Mette and Salmela-Aro, Katariina},
  title     = {Adolescents' preparedness and motivation across the transition to post-comprehensive education},
  series = {Contemporary educational psychology},
  volume    = {49},
  journal   = {Contemporary educational psychology},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2017.01.008},
  pages     = {151 -- 159},
  year      = {2017},
  abstract  = {This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents' transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents' school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students' transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5\% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents' self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents' adaptive motivational development across educational transitions.},
  language  = {en}
}