Sampling Designs of the National Educational Panel Study: Setup and Panel Development

Aßmann, Christian; Steinhauer, Hans Walter; Würbach, Ariane; Zinn, Sabine; Hammon, Angelina; Kiesl, Hans; Rohwer, Götz; Rässler, Susanne; Blossfeld, Hans-Peter

doi:10.1007/978-3-658-23162-0_3

Cited by 18 publications

(15 citation statements)

References 4 publications

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“…NEPS SC4 is a representative sample of German 9th graders first interviewed in 2010 or 2011 and then followed yearly. NEPS SC4 used a stratified multi-stage sampling technique, in order to consider that the target population of 9th graders is clustered within different educational institutions [ 39 ]. A stratified sample of secondary schools was selected according to the six most common school types in Germany.…”

Section: Methodsmentioning

confidence: 99%

Young people’s health and well-being during the school-to-work transition: a prospective cohort study comparing post-secondary pathways

et al. 2022

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Background At the end of secondary education, young people can either start vocational training, enter university, directly transition to employment or become unemployed. Research assumes that post-secondary pathways have immediate and/or long-term impacts on health and well-being, but empirical investigations on this are scarce and restricted to few countries. Therefore, this study traced the development of health and well-being throughout the highly institutionalised school-to-work transition (STWT) in Germany. Methods We used longitudinal data of the National Educational Panel Study (NEPS), a representative sample of 11,098 school-leavers (50.5% girls) repeatedly interviewed between 2011 and 2020. We estimated the effect of post-secondary transitions on self-rated health and subjective well-being by applying fixed-effects (FE) regression, eliminating bias resulting from time-constant confounding and self-selection into different pathways. A multiple-sample strategy was used to account for the increasing diversity of STWTs patterns. Models were controlled for age, as well as household and residential changes to minimise temporal heterogeneity. Results Findings indicate that leaving school was good for health and well-being. Compared with participants who did not find a training position after school, direct transitions to vocational training or university were linked to higher absolute levels of health and well-being, but also to a lower relative decline over time. Furthermore, upward transitions (e.g. to programs leading to better education or from unemployment to employment) were associated with improvements in health and well-being, while downward transitions were followed by deteriorations. Conclusion Findings suggest that school-leave is a sensitive period and that post-secondary pathways provide young people with different abilities to maintain health and well-being. Youth health interventions might benefit when setting a stronger focus on unsuccessful school-leavers.

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Section: Methodsmentioning

confidence: 99%

Young people’s health and well-being during the school-to-work transition: a prospective cohort study comparing post-secondary pathways

et al. 2022

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“…For this study, we analyzed data of Starting Cohort 4 (SC4). SC4 focuses on the pathways of Grade 9 students through higher secondary and vocational education tracks (see Aßmann et al, 2019 for details on the sampling procedure). In 2010, a representative sample of Grade 9 students (N = 14,436; 49.8% female) in 545 schools was drawn and tested within their schools.…”

Section: Sample and Proceduresmentioning

confidence: 99%

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

Senkbeil

2021

Educ Inf Technol

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This study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each predictor towards explaining variance in ICT literacy. We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%–14.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%–8.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.

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“…The ongoing German National Educational Panel Study (NEPS; Blossfeld and Roßbach, 2019 ; doi: 10.5157/NEPS:SC1:6.0.0 10.5157/NEPS:SC1:6.0.0 ) is a large-scale national longitudinal study addressing educational processes and trajectories. The current study used the newborn cohort study of the NEPS containing a representatively drawn sample of infants born across Germany from February to June 2012 ( Aßmann et al, 2015 ). In Wave 1 in 2012–2013, a total of 3,431 families agreed to take part.…”

Section: Methodsmentioning

confidence: 99%

The Emergence of 5-Year-Olds’ Behavioral Difficulties: Analyzing Risk and Protective Pathways in the United Kingdom and Germany

et al. 2022

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This study aimed to advance our understanding of 5-year-olds’ behavioral difficulties by modeling and testing both mediational protective and risk pathways simultaneously. Drawing on two national samples from different Western European countries—the United Kingdom (13,053) and Germany (2,022), the proposed model considered observed sensitive parental interactive behaviors and tested child vocabulary as protective pathways connecting parental education with children’s behavioral outcomes; the risk pathways focused on negative parental disciplinary practices linking (low) parental education, parental distress, and children’s difficult temperament to children’s behavioral difficulties. Further, the tested model controlled for families’ income as well as children’s sex and formal child care attendance. Children with comparatively higher educated parents experienced more sensitive interactive behavior, had more advanced vocabulary, and exhibited fewer behavioral difficulties. Children with a comparatively higher level of difficult temperament or with parents who suffered from distress tended to experience more negative disciplinary behavior and exhibited more behavioral difficulties. Additionally, children’s vocabulary skills served as a mechanism mediating the association between parental education and children’s behavioral difficulties. Overall, we found similar patterns of results across the United Kingdom and Germany with both protective and risk pathways contributing simultaneously to children’s behavioral development. The findings suggest that promoting parents’ sensitive interactive behaviors, favorable disciplinary practices, and child’s vocabulary skills have potential for preventing early behavioral difficulties.

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Sampling Designs of the National Educational Panel Study: Setup and Panel Development

Cited by 18 publications

References 4 publications

Young people’s health and well-being during the school-to-work transition: a prospective cohort study comparing post-secondary pathways

Young people’s health and well-being during the school-to-work transition: a prospective cohort study comparing post-secondary pathways

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

The Emergence of 5-Year-Olds’ Behavioral Difficulties: Analyzing Risk and Protective Pathways in the United Kingdom and Germany

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