TY - JOUR A1 - Kramer, Jochen A1 - Nagy, Gabriel A1 - Trautwein, Ulrich A1 - Luedtke, Oliver A1 - Jonkmann, Kathrin A1 - Maaz, Kai A1 - Treptow, Rainer T1 - High class students in the universities, the rest in the other institutions of higher education JF - Zeitschrift für Erziehungswissenschaft N2 - In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universitaten) and-since the 1970s-universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students' academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N = 1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-Wurttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-Wurttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings. KW - Personality KW - School performance KW - Social background KW - Types of university and college Y1 - 2011 U6 - https://doi.org/10.1007/s11618-011-0213-4 SN - 1434-663X VL - 14 IS - 3 SP - 465 EP - 487 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Trautwein, Ulrich A1 - Nagy, Gabriel A1 - Maaz, Kai T1 - Social disparities and the opening of the secondary school system in Germany JF - Zeitschrift für Erziehungswissenschaft N2 - Efforts to break the link between the school type attended and the qualification awarded are seen an important step in the modernization of Germany's tracked secondary school system. However, it remains disputed whether these efforts have reduced social disparities or in fact increased them. This study examined the transition from lower secondary education in academic- and intermediate-track schools to upper secondary education in general and vocational gymnasium schools in the state of Baden-Wurttemberg. When indicators of parental social background and school-leaving qualifications were controlled, the opening of upper secondary education was found to be associated with a decrease in the social selectivity of upper secondary education for intermediate-track students. At the same time, for those intermediate-track students who were entitled to enter upper secondary education, social background had predictive effects on the transition decision; however, the overall size of these effects was low. KW - Social disparities KW - Student performance KW - Upper secondary education Y1 - 2011 U6 - https://doi.org/10.1007/s11618-011-0220-5 SN - 1434-663X VL - 14 IS - 3 SP - 445 EP - 463 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Nagy, Gabriel A1 - Trautwein, Ulrich A1 - Maaz, Kai T1 - Ability and interest profiles at the end of lower secondary school structure, specification, and associations with educational choices JF - Zeitschrift für pädagogische Psychologie. N2 - This paper investigates the role of ability profiles and profiles of vocational interests at the transition from "Realschule" (lower secondary level) into the academic and vocational oriented "Gymnasium" (upper secondary track) school. Based on Guttman's (1954) radex model of cognitive and academic abilities as well as Holland's (1997) circumplex model of vocational interests, we developed statistical models for assessing individual differences in intraindividual profiles. The empirical results underscore the validity of our profile approach. Particularly (1) profiles derived on basis of test scores, grades, and interests were associated with all educational choices under consideration, and (2) decisions for different gymnasia types were systematically and meaningfully associated with individual profile parameters. In addition (3) criterion correlations of interest and ability measures could be explained by individual profile parameters. KW - ability profiles KW - interest profiles KW - radex model KW - circumplex model KW - educational choices Y1 - 2012 U6 - https://doi.org/10.1024/1010-0652/a000063 SN - 1010-0652 VL - 26 IS - 2 SP - 79 EP - 99 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Nagy, Gabriel A1 - Becker, Michael A1 - Rose, Norman A1 - Trautwein, Ulrich T1 - Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account. KW - Academic achievement KW - tracking KW - reading comprehension KW - mathematics KW - composition effects Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art16d SN - 0342-183X VL - 60 IS - 3 SP - 198 EP - 213 PB - Reinhardt CY - München ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Maaz, Kai A1 - Trautwein, Ulrich T1 - The effect of student body composition on academic achievement International and National Evidence JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices. KW - Composition effects KW - academic achievement KW - tracking Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art14d SN - 0342-183X VL - 60 IS - 3 SP - 163 EP - 183 PB - Reinhardt CY - München ER - TY - BOOK A1 - Maaz, Kai A1 - Baeriswyl, Franz A1 - Trautwein, Ulrich T1 - Herkunft zensiert? Leistungsdiagnostik und soziale Ungleichheiten in der Schule ; eine Studie im Auftrag der Vodafone Stiftung Deutschland Y1 - 2011 PB - Vodafone Stiftung CY - Düsseldorf ER -