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Die Rolle schulbezogener sozialer Netzwerke für Abiturleistung und Berufswahl einer sozial und ethnisch heterogenen Schülerschaft
Vorschulerziehung und Bildung in der Pflichtschulzeit
Topics: I) Leisure time and social network: Composition of the social network of schoolmates; membership and frequency of activities in associations and other organizations; type and frequency of different leisure activities; playing a musical instrument; age at the beginning of learning the instrument. II) Personality: Impulsivity; Big-Five-Personality traits (neuroticism, extraversion, conscientiousness, openness, agreeableness); current and past exercise of: free tutoring, work as class representative or school representative, administrative bodies (e.g. in associations), activity as a coach, work in a side job, assistance for school magazine or school homepage. III) Family life and domestic situation: Cohabitation with biological parents, single parents, other relatives, foster parents or living in orphanage; owning a room; number of rooms in house or apartment; property status of the parents’ house or apartment; receipt of financial support of the government (e.g. student BAföG); receipt of social welfare or ALG II; age at following events: moving out from home, separation of biological parents, divorce of biological parents, death of the biological father, death of the biological mother, death of another important person, first time receiving private tutoring, repeating a grade; constant smoking of father/mother; visiting a museum, an art, an opera, a ballet, a classical concert, a theater in the last 12 months; owning classical literature; owning art; number of books in household; holiday stays of two weeks in the last three years; educational style of the parents until the age of twelve. IV) Schooling and occupation of parents: Highest graduation of parents; parents’ studies at a university or college; occupational status of parents (fulltime, halftime, mini-job, unemployed or others); ownership of an own car; number of cars of parents; occurrence of certain events within the family in the last 12 months: discussions about books/movies/TV-Shows, discussions about political or social topics, loud dispute between parents, use of physical violence between parents, discussion of personal topics with parents; frequency of specific behavior of mother/father in front of interviewee within the last 12 months (praise, use of violence, consolation, etc.). V) Neighborhood: Of German origin or migrant composition of own neighborhood; number of friends, whose homes can be reached within a 15 minute walk; number of friends spending time with out of school; opinion on own neighborhood (people help each other; they have nothing in common; you can trust them; there are frequent conflicts etc.); neighbors would intervene if: children and adolescents would cut school and hang around at the street corner, spray illegal graffiti to walls of buildings, treat adults in a disrespectful way, if dogs would contaminate the streets. VI) School performance and quality of teachers: Attended special subjects; grades and gender of teacher for the subjects German, mathematics, sport and history; opinion on own school (contact between teacher and pupils; violence in school; fair grading etc.); evaluation of own behavior within schooling context (problems with learning; nervousness in lessons; constant management of homework, etc.); participation in tutoring. VII) Study program and opportunities on the labor market: Estimation of the chances to get a good/safe job, of the amount of income and the interest for content of different courses (lectureship; law/economics/business administration; natural sciences/medicines/engineering; social-/behavioral science; humanities) and vocational education (craftsmanship; business management training; social jobs/medical and nursing jobs); educational desire; occupational desire; planned stay abroad after school finish; number of years in Kindergarten and share of children with German origin; age at primary school enrollment; change of school after finish elementary school. VIII) School cutting; violence and problems in school: Age at first school cutting; frequency of school cutting; frequency of encumbering, problematic situations in school (experienced violence of schoolmates, insults, teasing by other pupils, unfair treatments of teachers etc.); frequency of own problematic behavior towards schoolmates or teachers (physical or psychological violence); evaluation of own behavior from the parental perspective (reaction if own daughter would come home late; behavior in front of the son if he ...
Windzio, M. , & Fornahl, D. (2016). The role of school-related social networks for school leaving examination and career choice in a social and ethnical heterogenous group of pupils (ZA6254; Version 1.0.0) [Data set]. GESIS, Cologne. https://doi.org/10.4232/1.12476
ZA6254_Welle1_v1-0-0.dta (Dataset) 1.68 MB
ZA6254_Welle1_v1-0-0.sav (Dataset) 1.15 MB
ZA6254_Welle2_v1-0-0.dta (Dataset) 2.17 MB
ZA6254_Welle2_v1-0-0.sav (Dataset) 1.3 MB
This dataset can be accessed for logged-in accounts at https://search.gesis.org/ZA6254