TY  - JOUR
A1  - Scharf, Jan
A1  - Becker, Michael
A1  - Stallasch, Sophie E.
A1  - Neumann, Marko
A1  - Maaz, Kai
T1  - Primary and secondary effects of social background across secondary education
T1  - Primäre und sekundäre Herkunftseffekte über den Verlauf der Sekundarstufe
BT  - eine Dekomposition an drei Bildungsübergängen
BT  - decomposing effects at three educational transitions
JF  - Zeitschrift für Erziehungswissenschaft
N2  - 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.
N2  - Die Sekundarstufe ist gekennzeichnet durch eine Sequenz von Übergängen, an denen Ungleichheiten durch Leistungsdisparitäten (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) nach sozialer Herkunft relevant werden. Diese Herkunftseffekte werden mit dem vorliegenden Beitrag erstmals anhand von Daten einer vollständigen Schülerkohorte (Hamburger KESS-Studie) über den gesamten Verlauf der Sekundarstufe vom Übergang ins Gymnasium bis zur Studienintention analysiert. Eine Dekomposition und Quantifizierung primärer und sekundärer Effekte mit der KHB-Methode erfolgt dabei erstmals auch für den Eintritt in die Oberstufe. Abnehmende absolute Herkunftseffekte über den Bildungsverlauf, auf die bisherige Befunde verschiedener Stichproben verweisen, können mit dieser Studie zum Teil bestätigt werden. Zum vermuteten relativen Bedeutungszuwachs sekundärer Effekte zeigen die Ergebnisse kein eindeutiges Muster: Beim Wechsel ins Gymnasium überwiegen primäre Effekte leicht, wenn Noten als Leistungsindikator verwendet werden. Beim Eintritt in die Oberstufe bleibt die Relation nahezu unverändert. Erst bei der Studienintention fällt die relative Bedeutung sekundärer Effekte größer aus.
KW  - Complete survey
KW  - Decomposition
KW  - Educational transitions
KW  - Primary and
KW  - secondary effects
KW  - Social inequality
KW  - Bildungsübergänge
KW  - primäre und sekundäre Herkunftseffekte
KW  - Effektdekomposition
KW  - Vollerhebung
KW  - soziale Ungleichheit
Y1  - 2020
U6  - https://doi.org/10.1007/s11618-020-00981-7
SN  - 1434-663X
SN  - 1862-5215
VL  - 23
IS  - 6
SP  - 1251
EP  - 1282
PB  - Springer
CY  - Wiesbaden
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Ranta, Mette
A1  - Salmela-Aro, Katariina
T1  - Adolescents’ preparedness and motivation across the transition to  post-comprehensive education
JF  - Contemporary educational psychology
N2  - 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.
KW  - Educational transitions
KW  - Transition preparedness
KW  - Self-efficacy beliefs
KW  - Inoculation against setbacks
KW  - Achievement goal orientations
KW  - School value
Y1  - 2017
U6  - https://doi.org/10.1016/j.cedpsych.2017.01.008
SN  - 0361-476X
SN  - 1090-2384
VL  - 49
SP  - 151
EP  - 159
PB  - Elsevier
CY  - San Diego
ER  -