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Effects of Social Origin, Interests, Personality Traits, and Competences on Educational Decisions and Educational Attainment (BiKSplus 8-18)

Table of contents

Project description

Blank data sets

Documentation

Notes on the use of the data

Literature

> Link to application form (Scientific Use Files)

Project description

The goal of BiKSplus 8-18 was to extent the existing longitudinal study BiKS-8-14 for another three years. From a sociological and psychological perspective, it focused mainly on educational careers of high-school students to the next key decision threshold, namely the transition into university or vocational training system. Based on the students who had moved already at the end of secondary education in the vocational training system, however, the reliability of the educational decisions already taken were considered. Exploiting the existing longitudinal data base, BiKSplus 8-18 focused on the study of the long-term developments of individual personality traits, competence beliefs and interest groups, and the question to what extent educational aspirations and decisions can be explained by the development of these factors. With BiKSplus 8-18, it was not only possible to exhaustively examine educational decisions that were already made, but rather to adequately capture and explain the antecedent processes of these decisions. (Project)

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Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

• BiKSplus 8-18: Students questionnaire blank data set wave 9 (SPSS)
• BiKSplus 8-18: Students questionnaire blank data set wave 10 (SPSS)
• BiKSplus 8-18: Students questionnaire blank data set wave 11 (SPSS)
• BiKSplus 8-18: Students general data blank data set wave 1-11 (SPSS)

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Documentation

Here you can find further documentation:

• Students codebook wave 9
• Students codebook wave 10
• Students codebook wave 11

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Notes on the use of the data

The BiKSplus 8-18 data can be linked to the other BiKS 8-14 study via the variable kindcode_anonym.

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Literature

Selected literature is listed here (as of May 2024).

2024

Weinert, S., Rossbach, H.-G., Maurice, J. von, Blossfeld, H.-P. & Artelt, C. (Hrsg.). (2024). Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence (Edition ZfE). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-43414-4

2023

Homuth, C., Becker, S., Schiefer, I., Relikowski, I., Buchholz, S., Pfost, M., Blossfeld, H.-P., & Artelt, C. (2023). Bildungsverläufe am Ende der Sekundarstufe aus soziologischer und psychologischer Perspektive (BiKSplus 8-18) [Effects of Social Origin, Interests, Personality Traits, and Competences on Educational Decisions and Educational Attainment (BiKSplus 8-18)] (Version 1) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BiKSplus_8-18_v1

2019

Becker, S., Pfost, M., Schiefer, I. M. & Artelt, C. (2019). Relations between life-goal regulation, goal orientation, and education-related parenting - A person-centered perspective. Learning and Individual Differences, 76, 101786. https://doi.org/10.1016/j.lindif.2019.101786

2018

Becker, S., Pfost, M. & Artelt, C. (2018). New Challenge, New Motivation? Goal Orientation Development in Graduates of Higher Track Schools and Their Peers in Vocational Training. Frontiers in Psychology, 9, 1371. https://doi.org/10.3389/fpsyg.2018.01371

Pfost, M., Rausch, T., Schiefer, I. M. & Artelt, C. (2018). Zur Entwicklung von Gymnasiastinnen und Gymnasiasten ohne Gymnasialempfehlung. Zeitschrift für Erziehungswissenschaft, 21(3), 511–534. https://doi.org/10.1007/s11618-017-0787-6

Schiefer, I. M., Becker, S. & Artelt, C. (2018). Eine personenzentrierte Betrachtung der Entwicklung des Fachinteresses Deutsch, Mathematik und Englisch von Jahrgangsstufe 4 bis 11. Psychologie in Erziehung und Unterricht, 65(2), 141. https://doi.org/10.2378/peu2017.art24d

2017

Becker, S., Pfost, M., Schiefer, I. M. & Artelt, C. (2017). Ein Motivationsschub durch die Ausbildung? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(4), 210–223. https://doi.org/10.1026/0049-8637/a000182

Homuth, C., Schmitt, M., Lorenz, C. & Mann, D. (2017). Why does a new consent procedure during an ongo-ing longitudinal study influence data quality. Journal for Educational Research Online / Journal Für Bildungsforschung Online, 9(1), 7–31.

Müller-Kalthoff, H., Jansen, M., Schiefer, I. M., Helm, F., Nagy, N. & Möller, J. (2017). A double-edged sword? On the benefit, detriment, and net effect of dimensional comparison on self-concept. Journal of Educational Psychology, 109(7), 1029–1047. https://doi.org/10.1037/edu0000171

2016

Schmitt, M., Homuth, C., Lorenz, C. & Karwath, C. (2016). Does a stamp increase the return in mail surveys? Journal for Educational Research Online / Journal Für Bildungsforschung Online, 8(3), 142–158.

2015

Homuth, C., Schmitt, M., Lorenz, C. & Karwath, C. (2015). E-Appointments in Empirical Field Research. Survey Methods: Insights from the Field (SMIF). https://doi.org/10.13094/SMIF-2015-00009

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