Vienna Yearbook of Population Research 2021 Demographic Aspects of Human Wellbeing
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Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |
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DATUM, UNTERSCHRIFT / DATE, SIGNATURE
BANK AUSTRIA CREDITANSTALT, WIEN (IBAN AT04 1100 0006 2280 0100, BIC BKAUATWW), DEUTSCHE BANK MÜNCHEN (IBAN DE16 7007 0024 0238 8270 00, BIC DEUTDEDBMUC)
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Vienna Yearbook of Population Research 2021 Demographic Aspects of Human Wellbeing
ISSN 1728-4414
Print Edition ISSN 1728-5305 Online Edition ISBN 978-3-7001-8707-3 Print Edition ISBN 978-3-7001-8784-4 Online Edition Vienna Yearbook of Population Research 2021
2020, ONLINE FIRST
Felix Bittmann
S. 467 - 502 Verlag der Österreichischen Akademie der Wissenschaften doi:10.1553/populationyearbook2021.res5.1
Abstract: Formal education is one of the most influential predictors of professional success.As parents in Germany are aware of the importance of education, they often try toenable their children to enrol in the prestigious academic schooling track (Gymnasium).This explains why the transition recommendation made by the teacher afterthe fourth grade is sometimes ignored if the desired track was not recommended fora particular student. How the mismatch between the teacher’s recommendation andthe parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences forthe child’s well-being, competences and overall academic success. Based on fiveconsecutive panel waves of German National Educational Panel Study (NEPS) data(waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analysesdemonstrate that social background and the probability of ignoring a teacher’srecommendation are associated, and that highly educated parents are more likelyto overrule the teacher’s recommendation. Panel regression models show that pupilswho pursued the academic track (Gymnasium) despite the absence of a teacher’srecommendation were more likely to drop out of the academic schooling track,and were not able to catch up with their peers with respect to both objective andsubjective academic competences over the entire observation window. However, themodels also show that academic track mismatch did not seem to negatively influencethe health and well-being of these pupils. Keywords: German secondary education; well-being; competences; longitudinal analysis; mediation analysis; mismatch; school tracking; teacher’s recommendation Published Online: 2021/05/20 11:57:34 Object Identifier: 0xc1aa5576 0x003c7cba Rights: .
Debate
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Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |