Early insights into intergenerational education mobility and emotional problems during the transition to secondary school in Germany.

Autor/inn/en	Gniewosz, Gabriela; Walper, Sabine
Titel	Early insights into intergenerational education mobility and emotional problems during the transition to secondary school in Germany. Gefälligkeitsübersetzung: Frühe Erkenntnisse zur intergenerationellen Bildungsmobilität und zu emotionalen Problemen beim Übergang zur Sekundarstufe in Deutschland.
Quelle	In: Research in social stratification and mobility, (2026) 103, Art. 101149, 15 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0276-5624
DOI	10.1016/j.rssm.2026.101149
Schlagwörter	Bildungsmobilität; Intergenerationsmobilität; Angst; Depression; Psychische Störung; Psychischer Faktor; Bildungsverlauf; Eltern; Schulübergang; Primarbereich; Sekundarbereich; Schüler; Bildungsabschluss; Schulleistung; Stress; Gesundheitszustand; Auswirkung; Geschlechtsspezifik; Deutschland
Abstract	"Social inequalities in education due to early tracking in the German school system have been widely discussed, but little is known about the role of emotional problems at this critical point in children's educational careers. This paper examines whether emotional problems prevent intergenerational upward mobility among children at the transition from primary to secondary school and investigates subsequent changes in emotional problems among four mobility groups (upward, downward, stable high, stable low). The study analyzes longitudinal data from 630 students between 3rd and 6th grade. Based on Latent Change Score Models (LCSMs), the findings indicate that (1) children 's emotional problems generally increased from 3rd to 6th grade, (2) elevated pre-transition problems significantly reduced the likelihood of upward intergenerational mobility, and (3) the most pronounced increases in emotional problems following the transition were observed among children in the stable high educational group. These results suggest that emotional problems not only hinder but also reflect heightened performance-related stress in the more demanding secondary school context, particularly for intergenerational status retention. All analyses controlled for key covariates, including gender and academic performance." The study refers to the period 2009-2016 (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier Ltd.).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2026/4