The development of study-specific self-efficacy during grammar school.(Zur Entwicklung der studienspezifischen Selbstwirksamkeit in der Oberstufe).

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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DOI: 10.1007/s12651-016-0204-2

Abstract

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.

Item Type:Article
ISSN:1614-3485
Additional Information:Article is in German
Uncontrolled Keywords:school-to-university transition, family background, career-orientation intervention, study-specific self-efficacy
Subjects:UNSPECIFIED
Group:Faculty of Management
ID Code:23538
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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