Download full text
(external source)
Citation Suggestion
Please use the following Persistent Identifier (PID) to cite this document:
https://doi. org/10.5334/jopd.79
Exports for your reference manager
Data from the National Educational Panel Study (NEPS) in Germany: Educational Pathways of Students in Grade 5 and Higher
[journal article]
Abstract The German National Educational Panel Study investigates individual competences and educational trajectories in a longitudinal multi-cohort study design. The third of the six starting cohorts focuses on paths through lower into upper secondary level and beyond. The representative sample includes abo... view more
The German National Educational Panel Study investigates individual competences and educational trajectories in a longitudinal multi-cohort study design. The third of the six starting cohorts focuses on paths through lower into upper secondary level and beyond. The representative sample includes about N = 6,112 students from fifth grade attending regular or special schools. Students were initially sampled in 2010 and, subsequently, received follow-up interviews and competence tests each year resulting, as of yet, in a total of 12 measurement waves. Additionally, important context persons (i.e., parents, teachers, and heads of schools) were included in the assessment design. The longitudinal nature of the data provides rich opportunities for research on the development of competences through secondary school.... view less
Keywords
course of education; competence; secondary education; measurement; panel; data capture; Federal Republic of Germany
Classification
Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods
Free Keywords
National Educational Panel Study (NEPS), Starting Cohort Grade 5 (SC3)
Document language
English
Publication Year
2023
Page/Pages
p. 1-14
Journal
Journal of Open Psychology Data, 11 (2023)
ISSN
2050-9863
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution 4.0
FundingThe publication was supported by the Leibniz Association's Open Access Publishing Fund for articles in open access journals.