Effects of Social Origin, Interests, Personality Traits, and Competences on Educational Decisions and Educational Attainment (BiKSplus 8-18)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 13.07.2023 |
|---|---|
| Current Version Available Since | 13.07.2023 |
| Survey Period | 2014-2016 |
| Sample | Students (N=1,906) |
| Survey Unit | Others Students |
| Measured Competencies | Language Skills, Mathematics Achievement, Cognitive Ability, Logical Thinking |
| Region | Bavaria, Hesse |
| Principal Investigators | Artelt, Prof. Dr. Cordula Blossfeld, Prof. Dr. Hans-Peter Buchholz, Prof. Dr. Sandra Pfost, Prof. Dr. Maximilian Relikowski, Dr. Ilona |
| Data Producers | Artelt, Prof. Dr. Cordula |
| Funded by | German Research Foundation (DFG) |
| Link | https://www.uni-bamberg.de/biks/biksplus-8-18/ |
| Suggested Citation | 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. http://doi.org/10.5159/IQB_BiKSplus_8-18_v1 |
| Restriction Notice | There are no specific data restrictions. |
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)
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)
Documentation
Here you can find further documentation:
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.
Literature
Selected literature is listed 
here (as of July 2023).
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