Details
| Original language | English |
|---|---|
| Pages (from-to) | 11-34 |
| Number of pages | 24 |
| Journal | Studia paedagogica |
| Volume | 25 |
| Issue number | 4 |
| Publication status | Published - 2020 |
Abstract
Keywords
- academic readiness, Germany, NEPS, non-traditional students, vocational training
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: Studia paedagogica, Vol. 25, No. 4, 2020, p. 11-34.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Ready to Study? Academic Readiness of Traditional and Non-Traditional Students in Germany
AU - Tieben, Nicole
N1 - Funding Information: This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort First-Year Students, 10.5157/NEPS:SC5:8.0.0. From 2008 to 2013, NEPS data was collected as part of the Framework Program for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research. From 2014, NEPS has been carried out by the Leibniz Institute for Educational Trajectories at the University of Bamberg in cooperation with a nationwide network.
PY - 2020
Y1 - 2020
N2 - Pathways to German higher education have diversified considerably during recent decades and approximately one quarter of all first year students enter higher education with a qualification for the skilled labour market. This contribution seeks to identify different types of pathways to higher education and examine the differences among these groups regarding five dimensions of self-reported academic readiness. For our analyses, we used data on Starting Cohort 5 of the National Educational Panel Study. Our results suggest that for most of the indicators of academic readiness, students who entered via non-traditional pathways reported lower levels of academic readiness than traditional students did. In particular, students without a formal higher-education entrance certificate reported lower levels of academic readiness than any other group did. These patterns remained largely stable after controlling for socio-demographic characteristics and institutional destination.
AB - Pathways to German higher education have diversified considerably during recent decades and approximately one quarter of all first year students enter higher education with a qualification for the skilled labour market. This contribution seeks to identify different types of pathways to higher education and examine the differences among these groups regarding five dimensions of self-reported academic readiness. For our analyses, we used data on Starting Cohort 5 of the National Educational Panel Study. Our results suggest that for most of the indicators of academic readiness, students who entered via non-traditional pathways reported lower levels of academic readiness than traditional students did. In particular, students without a formal higher-education entrance certificate reported lower levels of academic readiness than any other group did. These patterns remained largely stable after controlling for socio-demographic characteristics and institutional destination.
KW - academic readiness
KW - Germany
KW - NEPS
KW - non-traditional students
KW - vocational training
UR - http://www.scopus.com/inward/record.url?scp=85102069143&partnerID=8YFLogxK
U2 - 10.5817/SP2020-4-1
DO - 10.5817/SP2020-4-1
M3 - Article
VL - 25
SP - 11
EP - 34
JO - Studia paedagogica
JF - Studia paedagogica
SN - 1803-7437
IS - 4
ER -