Does higher learning intensity affect student well-being? Evidence from the national educational panel study.

Autor/in	Quis, Johanna Sophie
Institution	Volkswirtschaftliche Forschungsstelle
Titel	Does higher learning intensity affect student well-being? Evidence from the national educational panel study.
Quelle	Bamberg: Bamberg Economic Research Group, Bamberg University (2015), 28 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	BERG working paper series. 94
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-943153-11-8
Schlagwörter	Vergleich; Psychische Gesundheit; Selbstwirksamkeit; Wohlbefinden; Junge; Schulreform; Gymnasium; Schüler; Schulinterne Curriculumentwicklung; Stress; Auswirkung; Effekt; Mädchen; Baden-Württemberg; Deutschland
Abstract	Starting in 2004/2005, the German state Baden-Wurtemberg reduced academic track duration from nine to eight years, leaving cumulative instruction time mostly unchanged. I use this change in schooling policy to identify the effect of schooling intensity on student well-being in life and school, perceived stress, mental health indicators and self-efficacy. Using rich data from the National Educational Panel Study (NEPS), estimates show higher strains for girls in terms of stress and mental health than for boys. Unexpectedly, male subjective general well-being slightly increases with the reform. Student well-being in school and self-efficacy remain mostly unchanged. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3