Ökonomische Kompetenzen von Lernenden am Ende der Sekundarstufe II

Economic Competence and Financial Literacy of Young Adults

“…The class-level return rate was 75%, and the student-level rate was approximately 64%. Analyses of dropouts showed that the non-participating classes did not differ from the participating classes regarding the criteria of interest (Schumann & Eberle 2014a). 1,209 (52%) 19.4 1.9 Regarding gender, the typical Swiss distribution can be seen: male students dominate the "economics and law" profile of BS and the non-commercial profiles of FVBS, whereas this finding is reversed for the other two profiles.…”

“…Further examples from the German speaking countries are provided by Hippe (2012) and Remmele and Seeber (2012), who both highlight the embeddedness of financial and economic issues into an economic or socio-economic framework. Furthermore, similarities can also be identified between this third group of conceptualisations on financial literacy and certain approaches to economic and civic competence in the German language region (Dubs 2014, Eberle 2015, Schank & Lorch 2014, Schumann & Eberle 2014, Ulrich 2007.…”

“…However, with respect to many other domains, we can also observe a striking empirical deficit-amongst others-in economic competencies. Given the growing complexity of economic processes in private life and in the modern and internationalised world, economic competencies play an important role in preparing young people for social participation (Eberle 2015;Schumann & Eberle 2012, 2014a. Against this background, the present article provides further insights into the relationship between learners' sociocultural characteristics and economic competencies by analysing data from the OEKOMA 1 study (Schumann, Oepke & Eberle 2011;Schumann & Eberle 2014a).…”

“…In German-speaking Switzerland, as part of the Economic Competencies in Swiss Upper Secondary Education (OEKOMA) study 10 , the theory and research status of the modelling and measurement of economic competencies was reviewed, and economic-civic competence was ascertained from a representative sample of high school graduates (Schumann & Eberle, 2014). Consistent with Weinert the authors Schumann and Eberle (2014: 107) understand economic competencies as…”

“…The items were partly related to this introductory article, and a pool of 21 articles was developed. With an EAP/PV reliability of 0.75, the psychometric quality of the test can be described as sufficient (for more details, see Schumann & Eberle 2014a). Furthermore, the KFT 4-12R developed by Heller and Perleth (2000) was used to test students' cognitive ability as a control variable.…”