Mohrenweiser, J. and Pfeiffer, F., 2016. The development of study-specific self-efficacy during grammar school.(Zur Entwicklung der studienspezifischen Selbstwirksamkeit in der Oberstufe). Journal for Labour Market Research, 49 (1), pp. 77-95.
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Article is in German. Even if more and more German adolescents acquire a university entrance qualification, not all of them finally enrol at a university. In particular, the transition from school to university strongly depends on parent’s education. Even with the same marks in school, adolescents from non-academic households are less likely to enrol in universities than adolescents from academic housholds. One important reason is their lower belief to master a university study. This study analyses a specific intervention in grammar school to improve study-specific self- efficacy, the belief in one’s capabilities to master a university study, using a longitudinal design. We apply a difference-in-difference framework and show that programme participation significantly improves the study-specific self-efficacy for puplis from non- academic families but not for those from academic families. Hence, such a programme could reduce social disparities between both groups.
|Additional Information:||Article is in German|
|Uncontrolled Keywords:||school-to-university transition, family background, career-orientation intervention, study-specific self-efficacy|
|Group:||Faculty of Management|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||17 May 2016 11:28|
|Last Modified:||03 Aug 2016 11:26|
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