Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 24-45 |
| Seitenumfang | 22 |
| Fachzeitschrift | Education Economics |
| Jahrgang | 26 |
| Ausgabenummer | 1 |
| Publikationsstatus | Veröffentlicht - 11 Juli 2017 |
Abstract
We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Volkswirtschaftslehre, Ökonometrie und Finanzen (insg.)
- Volkswirtschaftslehre und Ökonometrie
Ziele für nachhaltige Entwicklung
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in: Education Economics, Jahrgang 26, Nr. 1, 11.07.2017, S. 24-45.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - The role of high-school duration for university students' motivation, abilities and achievements
AU - Meyer, Tobias
AU - Thomsen, Stephan L.
PY - 2017/7/11
Y1 - 2017/7/11
N2 - We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.
AB - We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.
KW - abilities
KW - learning intensity
KW - natural experiment
KW - School duration
KW - university education
UR - http://www.scopus.com/inward/record.url?scp=85023170939&partnerID=8YFLogxK
U2 - 10.1080/09645292.2017.1351525
DO - 10.1080/09645292.2017.1351525
M3 - Article
AN - SCOPUS:85023170939
VL - 26
SP - 24
EP - 45
JO - Education Economics
JF - Education Economics
SN - 0964-5292
IS - 1
ER -