Educational careers at the end of secondary school from a sociological and a psychological perspective:Longitudinal analyses of the effects of social origin, interests, personality traits and competencies on educational decisions and educational outcomes

在PISA 2000关于教育参与和能力发展方面的社会差异的研究结果的推动下，德国在过去几年中进行了关于教育决策和成就的重要研究。然而，研究主要集中在早期教育生涯和从小学到第一阶段中学教育结束的过渡。但是，特别是就德国的教育制度而言- -其特点是中等教育之后以及在向非高等教育和高等教育过渡期间的高度分层- -人们认为，中等教育之后的不同教育职业和决定对随后的职业机会具有重大意义。根据m<e:1>勒和沙维特（1998），德国是教育/职业资格与劳动力市场定位关系最密切的国家之一。这方面的研究差距将会透过拟议的跨学科计划，从社会学和心理学的角度来研究中学毕业时的教育轨迹。核心问题是，中学毕业时的教育轨迹和决定如何受到社会出身和其他社会特征（作为社会学因素）以及个人兴趣和人格特征（作为心理因素）的影响，反过来，这些影响在整个教育生涯中可能以何种方式相互作用。因此，我们特别感兴趣的是，之前的教育愿望、决定、兴趣、人格特质和能力如何在生命过程中塑造后来的教育成果和轨迹。目前在这方面的研究不足很大程度上是由于缺乏适当的数据，不仅包括中学教育结束时教育过渡的信息，而且还包括先前的个人历史。我们的项目旨在继续BiKS-8-14小组研究，该研究迄今为止包括学生从小学三年级到中学九年级结束的教育轨迹，再进行三年。在这额外的三年里，不同中学类型的学生的教育轨迹可以充分地重建和分析，基于丰富的纵向数据，在以前的教育传记，直到下一个中央教育转型-高等教育和非高等职业教育的决定。因此，该项目将为德国教育研究提供独特的科学潜力。

Triggered by the results of the PISA 2000 study on social disparities in educational participation and the development of competencies, important research on educational decisions and attainment has been conducted in Germany over the last few years. Yet, studies predominantly focus on the early educational career and transitions from primary school up to the end of first stage secondary education. However, particularly with regard to the German educational system - characterized by high stratification after secondary education and at the transition to non-tertiary as well as tertiary education - it is assumed that different educational careers and decisions after secondary school are of major importance for subsequent occupational opportunities. According to Müller and Shavit (1998), Germany is one of the countries with the closest relation of educational/occupational qualification and the positioning on the labor market.This research gap shall be closed with the proposed interdisciplinary project studying educational trajectories at the end of secondary school from a sociological and psychological perspective: The central question is, how educational trajectories and decisions at the end of secondary school are shaped by social origin and other social characteristics (as sociological factors) as well as by individual interests and personality traits (as psychological factors) and, in turn, in what way these effects may be reciprocal across the educational career. Therefore, it is of special interest how preceding educational aspirations, decisions, interests, personality traits and competencies in the life course shape later educational outcomes and trajectories. The present research deficit in this regard is largely due to a lack of appropriate data, not only containing information about the educational transitions at the end of secondary schooling, but also about prior individual histories.Our project aims to continue the BiKS-8-14 panel study, which so far comprises students` educational trajectories from third grade primary school up to the end of ninth grade secondary school, for further three years. With the additional three years, educational trajectories of students in different secondary school types can be adequately reconstructed and analyzed based on rich, longitudinal data on the previous educational biographies up until the next central educational transition - the decision for tertiary and non-tertiary occupational education. Thus, the project will provide a unique scientific potential for German educational research.