Even if more and more German adolescents acquire a university entrance qualification, not all of them finally enrol at a university. In particular, the transition from school to university strongly depends on parent’s education. Even with the same marks in school, adolescents from non-academic households are less likely to enrol in universities than adolescents from academic housholds. One important reason is their lower belief to master a university study. This study analyses a specific intervention in grammar school to improve study-specific self-efficacy, the belief in one’s capabilities to master a university study, using a longitudinal design. We apply a difference-in-difference framework and show that programme participation significantly improves the study-specific self-efficacy for puplis from non-academic families but not for those from academic families. Hence, such a programme could reduce social disparities between both groups.
CITATION STYLE
Mohrenweiser, J., & Pfeiffer, F. (2016). Zur Entwicklung der studienspezifischen Selbstwirksamkeit in der Oberstufe. Journal for Labour Market Research, 49(1), 77–95. https://doi.org/10.1007/s12651-016-0204-2
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