Soziale Herkunft und Hochschulzugang. Eine Überprüfung der Theorie des geplanten Verhaltens.

Autor/inn/en	Watermann, Rainer; Maaz, Kai
Titel	Soziale Herkunft und Hochschulzugang. Eine Überprüfung der Theorie des geplanten Verhaltens.
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 311-329 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Sekundäranalyse; Bildungsbeteiligung; Soziale Ungleichheit; Erwartung; Verhalten; Soziale Herkunft; Übergang; Gymnasium; Studium; Studienwahl; Hochschule; Abiturient; Baden-Württemberg; Deutschland
Abstract	Despite the significant expansion of tertiary education in Germany, there are still marked social disparities in access to higher education. There is consensus that social inequalities in educational participation emerge as a function of the interplay of primary and secondary background effects at points of transition in the education system. This article examines whether social background continues to affect educational decisions at a relatively late point in the educational career, namely the transition to higher education, and which mechanisms mediate this decision. As a decision model, Ajzen's theory of planned behavior was adapted to the transition to higher education. Based on this theory, (a) attitudes to higher education, (b) the perceived expectations of the social background with respect to higher education, and (c) perceived behavioral control in terms of students' confidence in their ability to enter and succeed in higher education can be considered the key determinants of intention to study as well as access to higher education. Drawing on data from a subsample (N = 2854) of participants in the "Transformation of the Secondary School System and Academic Careers" (TOSCA) study, a decision model was specified for the analysis of secondary background effects, and the transition to higher education was analyzed from a longitudinal perspective. Moreover, the effects of social background were found to be mediated by the indicators of the decision model. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4