Education, Competence Development and Career Trajectories: Analysing Data of the National Educational Panel Study (NEPS)

Description

This Open Access book presents the results of an interdisciplinary research program to utilize data from the multicohort German National Educational Panel Study (NEPS), which included over 100.000 participants in six nationally representative panel studies. Renowned researchers from the fields of sociology, psychology, educational science, economics, and survey methodology have used the (longitudinal) data for their substantive and/or methodological questions and present important results of their research projects. This edited volume contains contributions from the following four topics: (1) Competence Development: Individual Characteristics, Learning Environments, and other Contextual Factors, (2) Educational Transitions and Pathways: Influencing Factors and Outcomes, (3) Vocational Training and Labour Market, and (4) Individuals with Migration Background. It provides essential insights for researchers, postdocs, PhD students, and university students of different scientific disciplines interested in educational sciences as well as for policy makers who have to deal with educational problems in modern societies. Acknowledgements Contents About the Editors and Contributors Chapter 1: Introduction - Education, Competence Development and Career Trajectories 1.1 Introduction 1.2 The Relevance of Longitudinal Data for the Study of Education: Competence Development, Educational Pathways, and Careers A... 1.3 Germany as a Special Case 1.4 The Structure of the Book References Part I: Competence and Skill Development: Individual Characteristics, Learning Environments, and Contextual Factors Chapter 2: Quality of Early Learning Environments: Measures, Validation, and Effects on Child Development 2.1 Relevance, Results, and Challenges of Research on Early Childhood Education and Development 2.1.1 Theoretical and Empirical Background and Research Questions 2.1.2 The Newborn Cohort Study of the German National Educational Panel Study (NEPS-SC1) 2.2 Early Mother-Child Interaction: Stability of Quality Measures, Distinguishable Dimensions, and Effects on Early Child Deve... 2.2.1 Quality Measures of Mother-Child Interaction as an Important Basis of Early Child Development 2.2.2 Stability of Quality Measures of Mother-Child Interaction Across Situations and Time Points 2.2.3 Micro-analytic Validation of the Macro-analytic Rating System of the NEPS and Differentiating Dimensions of Interaction ... 2.2.4 Impact of Quality of Mother-Child Interaction on Child Development 2.3 Effects of Social Inequality and Cumulative Risk Factors on Maternal Interaction Quality 2.4 Quality and Effects of External Early Childcare: Validation of the NEPS-SC1 Report Measure and Effects on Early Socio-emot... 2.5 Some Concluding Remarks Appendix References Chapter 3: The Emergence of Gender-Specific Competence Patterns and Decision Making During the Course of Educational and Job C... 3.1 Introduction 3.2 The Development of Gender-Specific Mathematical Competencies in Preschool Children and the Influences of the Family 3.2.1 Results of the Analyses at Age 4: Are There Already Pronounced Gender Differences in Mathematical Competencies at This A... 3.2.2 Results of Analyses at Age 6: Do Gender Differences in Mathematical Competencies Change Between Ages 4 and 6? What Is th... 3.3 Gender-Specific Differences in Elementary School Performance and in the Transition to Secondary Education: Primary and Sec... 3.4 Gender-Specific Choices in Transitions to and Within Tertiary Education: Do Gender Differences Persist? 3.5 The Role of Mothers in Their Daughters´ Educational and Occupational Career over Cohorts 3.6 Conclusions and Discussion References Chapter 4: Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Asses... 4.1 Introduction 4.2 Theoretical Perspectives on Competence Development in Adulthood 4.3 NEPS and PIAAC-L: Opportunities and Challenges for the Study of Competencies 4.3.1 Research Designs of Prior Work 4.3.2 The Unique Data Troves of NEPS and PIAAC-L 4.3.3 Challenges and Pitfalls 4.3.3.1 Retest Artefacts and Regression Toward the Mean 4.3.3.2 Measurement Error 4.3.3.3 Selectivity 4.4 How Stable or Malleable Are Literacy and Numeracy in Adulthood? 4.5 What Factors Drive Gains and Losses in Competencies? 4.5.1 Cumulative Advantage (`Matthew Effects´) 4.5.1.1 Education, SES, and Cultural Capital 4.5.1.2 No Matthew Effects for Competencies as Such 4.5.1.3 No Clear Evidence of Gender Differences But Small Age Differences 4.5.2 Fluid Cognitive Abilities 4.5.2.1 Basic Cognitive Skills Predict Positive Change in Competencies 4.5.2.2 `General Slowing´ Might Impair Competencies 4.5.3 Practice Engagement 4.5.3.1 Engagement in Literacy and Numeracy Practice Ranks Among the Strongest Predictors of Competence Development 4.5.3.2 Job-Related Training per se Does Not Contribute to Literacy and Numeracy Growth 4.6 Avenues for Future Research 4.7 Conclusion References Chapter 5: The Interplay Between Instructional Pace, Skill Externalities, and Student Achievement: An Empirical Assessment 5.1 Introduction 5.2 Model and Hypotheses 5.2.1 Summary of the Theoretical Model 5.2.2 The Three Hypotheses 5.3 Empirical Strategy 5.3.1 Data, Institutions, and Descriptive Statistics 5.3.2 Empirical Tests of H1 and H2 5.3.3 The Empirical Test of H3 5.4 Results 5.4.1 Main Findings 5.4.2 Robustness Checks Based on Reading Scores 5.5 Summary and Conclusions References Chapter 6: Addressing Environmental and Individual Factors in Early Secondary School: The Roles of Instruction Techniques and ... 6.1 Introduction 6.2 The Multilevel-Supply-Use Model 6.2.1 Environmental Learning Factors 6.2.2 Individual Learning Factors 6.2.3 Instructional Activities 6.2.4 Mediating Factors 6.2.5 Present Studies and Research Questions 6.3 Study 1 6.3.1 Methods 6.3.1.1 Models 6.3.1.2 Notes on Variables Used 6.3.2 Results 6.3.2.1 Student Background Variables 6.3.2.2 Teaching Techniques 6.3.2.3 Class Size 6.3.3 Brief Discussion 6.4 Study 2 6.4.1 Methods 6.4.1.1 Notes on Variables Used in the Final Models 6.4.2 Results 6.4.3 Brief Discussion 6.5 General Discussion 6.5.1 Environmental Factors 6.5.1.1 Socio-economic Status 6.5.1.2 Second-Language Learners 6.5.2 Individual Learning Factors 6.5.2.1 Special Education Needs 6.5.2.2 Self-Perceptions 6.5.3 Classroom Factors 6.5.4 Supply and Use 6.6 Conclusions References Chapter 7: An Illustration of Local Structural Equation Modeling for Longitudinal Data: Examining Differences in Competence De... 7.1 Introduction 7.2 Longitudinal Local Structural Equation Modeling 7.2.1 Longitudinal Structural Equation Models 7.2.2 Including Covariates in a Longitudinal Structural Equation Model 7.2.3 Local Structural Equation Modeling 7.3 Method 7.3.1 Sample 7.3.2 Measures 7.3.2.1 Mathematical Competence 7.3.2.2 Reading Competence 7.3.2.3 Parental Education 7.3.3 Statistical Analysis 7.3.3.1 Latent Growth Curve Model 7.3.3.2 Examining the Effect of Parental Education 7.4 Results 7.4.1 Mean Level Differences 7.4.2 Differences in Variances and Covariances 7.4.3 Testing Moderation Effects 7.5 Discussion 7.5.1 Extensions of the LSEM Method 7.5.2 Alternative Modeling Approaches 7.5.3 Conclusion References Part II: Educational Transitions and Pathways: Influencing Factors and Outcomes Chapter 8: Inequality in Educational Transitions During Secondary School: Results from the German National Educational Panel S... 8.1 Introduction 8.2 Secondary Education in Germany 8.3 State of Research 8.3.1 Social Selectivity in Secondary Education in Germany 8.3.2 Research Questions 8.4 Data and Methods 8.4.1 Sample 8.4.2 Variables and Data Handling 8.4.3 Analytical Strategy and Limitations 8.5 Results 8.5.1 Initial Distribution of Students in Secondary Schools 8.5.2 Quantifying Changes Between Different Types of Secondary School 8.5.3 Identifying Selectivity in Upward and Downward Transitions 8.5.4 Multivariate Findings: Downward Transitions from USS 8.6 Discussion Appendix References Chapter 9: Alternative Routes to Higher Education Eligibility: Inclusion, Diversion and Social Inequality on the Way to Higher... 9.1 Introduction and Background 9.2 The Context: Reforms and Alternative Routes to Higher Education Eligibility 9.3 Social Mechanisms: Intended and Unintended Consequences of the Reforms 9.4 Data 9.5 Alternative Routes and Overall Social Inequality 9.6 Diversion Mechanisms 9.6.1 Aspirations 9.6.2 Competence Development 9.7 Conclusions References Chapter 10: Dropping Out of Higher Education in Germany: Using Retrospective Life Course Data to Determine Dropout Rates and D... 10.1 Introduction 10.1.1 Definitions and Methodological Challenges 10.1.2 The Institutional Perspective 10.1.3 The Individual Life Course Perspective 10.1.4 Research Designs and Data Structures 10.1.5 Exmatriculation Surveys and Prospective Panel Designs 10.1.6 Retrospective Life Course Data: NEPS Starting Cohort 6 as Database for Dropout Research 10.2 Methods 10.2.1 Sample 10.2.2 Analytical Approach 10.2.3 Variables 10.3 Results 10.3.1 Non-completion, Re-entry and Graduation 10.3.2 Destinations After Non-completion 10.3.3 Destinations after Dropout 10.4 Conclusions and Discussion References Chapter 11: Studying Influences of Socio-economic Contexts and Spatial Effects on Educational Careers 11.1 Introduction: Socio-spatial Contexts and Educational Outcomes 11.2 Our Contribution: Conceptualization, Data Preparation, and Flexible Measurement of Context and Spatial Effects 11.2.1 Conceptual Starting Points for Studying Context Effects 11.2.2 Screening and Preparation of Relevant Contextual Data 11.2.3 Spatial Methods and Their Application in Substantive Research on Education 11.3 Outlook: Promising Venues of Future Research 11.3.1 Impact of Socio-spatial Contexts Along the Educational Life Course 11.3.2 Simultaneous Impact of Multiple Contexts 11.3.3 Inter-group Differences in Socio-spatial Contextual Effects References Part III: Vocational Training and Labour Market Chapter 12: Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go? 12.1 Introduction 12.2 The German Institutional Context 12.3 Data Source 12.4 The Heterogeneity of Low-Achieving School-Leavers 12.4.1 What School Type Do They Come From? 12.4.2 Agentic Resources 12.4.3 Social Resources 12.5 School-to-Work Transitions 12.5.1 Improvement of School-Leaving Certificates 12.5.2 Transitions to Vocational Training 12.6 Conclusions References Chapter 13: Occupational Sex Segregation and its Consequences for the (Re-)Production of Gender Inequalities in the German Lab... 13.1 Introduction 13.2 Theoretical Framework 13.3 Long-Term Trends in Occupational Sex Segregation 13.4 Causal Links Between Occupational Sex Segregation and Other Occupational Characteristics 13.5 How Occupational Characteristics Structure Gender Inequalities in Non-monetary Labour Market Returns 13.6 Occupational Sex Segregation and the Gender Wage Gap 13.7 Conclusions References Chapter 14: Employment-Related Further Training in a Dynamic Labour Market 14.1 Introduction 14.2 Data 14.2.1 The National Educational Panel Study (NEPS) 14.2.2 Administrative Data from the German Federal Employment Agency 14.3 Sample Restrictions and Main Analysis Variables 14.3.1 Sample 14.3.2 Dependent Variables 14.3.3 Independent Variables 14.3.4 Control Variables 14.4 Descriptive Statistics 14.5 Empirical Strategy 14.6 Results 14.6.1 Determinants of the Training Gap Between Routine and Non-routine Workers 14.6.2 Decomposition Results 14.7 Conclusion and Outlook Appendix References Chapter 15: Regional Factors as Determinants of Employees´ Training Participation 15.1 Introduction 15.2 Data and Opportunities to Merge Regional Characteristics 15.3 The Impact of Local Employer Competition on Training Incidence 15.4 Regional Training Supply as a Predictor of Individuals´ Training Participation 15.5 Conclusion References Part IV: Individuals with Migration Background Chapter 16: Is the First Language a Resource, an Obstacle, or Irrelevant for Language Minority Students´ Education? 16.1 Introduction 16.2 The Role of L1 in Language-Minority Students´ Educational Success: Theoretical Background 16.2.1 L1 as a Resource for Educational Success 16.2.2 L1 as Irrelevant or Detrimental for Educational Success 16.3 The Role of L1 in Language-Minority Students´ Educational Success: Key Findings 16.3.1 Interdependence Between L1 Listening Comprehension and L2 Reading Comprehension 16.3.2 Immigrant Bilingualism and Third Language Learning 16.3.3 L1 Use and Mathematics Achievement 16.3.4 L1 Exposure and L1/L2 Proficiency 16.4 Conclusions References Chapter 17: Ethnic Differences in Social Capital Mobilization at the Transition to Vocational Training in Germany 17.1 Introduction 17.2 The German Education and Vocational Training System 17.3 Theoretical Background 17.4 Previous Empirical Findings 17.5 Data and Analytical Strategy 17.6 Empirical Results 17.6.1 Descriptive Results 17.6.2 Multivariate Results 17.7 Summary and Conclusion Appendix Question Wording: Prospective Information from Students Question Wording: Retrospective Information from Students References Chapter 18: Gendered Occupational Aspirations: A Comparison of Young Native-Born and Turkish Minority Women 18.1 Introduction 18.2 The Occupational and Vocational Training Situation of (Young) Women in Germany: State of Research 18.3 Theoretical Background and Expectations 18.4 Data and Variables 18.5 Analyses and Results 18.5.1 Descriptive Evidence 18.5.2 Multivariate Analyses 18.6 Conclusions and Discussion Appendix References