Here you find information on the former versions 11.0.0, 10.0.0, 9.0.0, 8.0.1, 8.0.0, 7.0.0, 6.0.1, 6.0.0, 5.0.0, 4.0.0, 3.1.0, 3.0.0, 2.0.0 and 1.0.0.
The lower secondary level plays a connecting role between elementary school and the general or vocational upper secondary level (or directly entering the job market). Nevertheless, important questions could not be clearly and conclusively answered yet because of the lack of appropriate data. This pertains, for example, to the type of school chosen, to switches to another type of school, or to the grade repetition but also to the central issue of paths through lower secondary level and the transition into upper secondary level.
In this study of the National Educational Panel Study (NEPS), representatively selected students who attend regular or special needs schools and are willing to participate are questioned and tested in annual waves of studies. For students of the starting cohort of fifth graders, the first survey was carried out in fall/winter 2010, the second survey in winter 2011/12. It is generally intended to sample students in regular and in special needs schools and to follow them up within those originally selected institutions until they leave school or the general school system altogether. After leaving school, these students will be further questioned and tested individually outside the educational institution. The testing and questioning of individuals requiring special education is a challenge because only rudimentary experiences with such measures have been made so far. In addition to the questioning and testing of students, the questioning of context persons such as parents, teachers, and school headmasters is planned. Competence tests cover several domains: language (spelling, reading, and listening comprehension in German, knowledge of first language and English in students with migration background), mathematics, sciences, and metacompetencies (ICT competence and cognitive problem-solving ability).
The central questions of this study include the development of students’ competencies, conditions, and prerequisites of education processes, as well as possible personal consequences for the success and for the future course of education and the integration of students into social networks. The teaching staff and headmaster questionnaires in the participating schools address, for example, data on class size, the composition of the student body, and the school equipment but also questions about lessons in general.
Cordula Artelt, Leibniz Institute for Educational Trajectories, Bamberg (Germany)
Researchers working with data from the National Educational Panel Study are obliged to indicate the use of the data in their publications by citing the data version (DOI) as follows:
In addition, the NEPS study is to be referred to at an appropriate place and the reference article to be listed in the bibliography:
According to the NEPS data usage contract (§9), an immediate, unsolicited notification regarding every type of publication based on NEPS data is required to be sent to LIfBi via e-mail at email@example.com. If possible, a link to or an electronic version of the publication is to be provided as part of this notification.
Data and documents are released for academic research. This release is uniquely identified by one DOI. All data sets of this release are available in different languages (English, German), formats (Stata, SPSS), and degrees of anynomization (download, remote access, and on-site).
Below you will find detailed additional information regarding the surveys, instruments and data from the Starting Cohort 3, Grade 5. This documentation refers to the version 11.0.1. In case of questions, simply contact the Research Data Center.
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The data manual is intended to assist your work with the Scientific Use Files. The provided document refers to the data version 1.0.0. An updated version will be made available to you in the near future.
The release notes entail any main changes in comparison to prior versions. Herein, known bugs and possible solutions regarding the most current data version are noted.
The study documentation provides information at a glance regarding the course of the survey. For each survey, target and context persons are defined as well as case numbers and field time frames.
The survey instruments are made available to you in the form of SUF and field versions. The field versions consist of the originally deployed PAPI questionnaires as well as the programming templates for CATI and CAPI interviews. The SUF versions entail additional information, such as the variable names and labels found in the Scientific Use Files as well as the corresponding scheme options. We recommend the SUF version, when working with the data. The ZIP archive contains all of the documents listed below.
In our Downloadcenter you can also view other survey instruments that don't yet have a published Scientific Use File. In order to access the instruments, logging in to the webstie is required. If you are not registered as a NEPS data user and therefore don't have the necessary login credentials, simply contact the Research Data Center.
General overviews and information:
Usually for each domain there is a brief description of the construct with sample items, a description of the data, and of the psychometric properties of the test. In the table you will find each of the documents that can be downloaded. (The ZIP archive contains all of the documents listed below. Therein documents in regard to the competence domains as well as overview documents can be found.)
The semantic data structure file does not contain data. It does, however, contain the metadata found in the Scientific Use Files (e.g., variable names,variable labels and scheme options). It is useful for exploring the data structure without needing any actual data. The ZIP-File contains German and English versions for Stata and SPSS.
Sorted by data sets, the codebook entails frequency counts of all the variables including the corresponding labels. The on-site version of the SUF serves as the basis for the codebook.
The NEPS Glossary provides information about special terminology related to the German educational and occupational system as well as the NEPS-speciﬁc terms and abbreviations that are frequently used throughout the NEPS study.
The reports of weighting and sample stratification include information regarding the construct principles and sampling process. They also provide insight towards a correct use of the values found in the Scientific Use Files.
NEPS also provides replication weights in order to calculate the estimation of the variance by using the balanced repeated replication method: PDF-en
The NEPS Survey Paper No. 89 documents the relevant sample parameters for the Corona survey from May/June 2020, describes details on selectivity and presents the response propensity models for participation in this additional survey and the weighting procedure including post-stratification: PDF-en
The report gives a comprehensive overview of the underlying derivation processes for the derived educational variables. These are ISCED-97, CASMIN and Years of Education.
Regional structural information can be merged to our data on-site. Regional data is available from Microm and infas. These documentations describe all regional levels, structural characteristics, and how to use the data.
The Merging Matrix provides an overview of how to link information from different datasets noting the respective relevant identificator variables.
This document describes the used anonymization procedures of the respective data. Here you are also given an overview regarding the opportunity to access sensitive data (Download, Remote, On-Site).
Filters in PAPI questionnaires do not work perfectly. The scripts for Stata and SPSS cleanse the data sets by following a linear logic, interpreting the first statement as correct. This documentation refers to version 1.0.0 and will be updated to version 2.0.0 as soon as possible.
The field reports document the overall data-collection process executed by the survey institute, including the preparation and execution of the survey, the interviewer selection and deployment, tracking and providing incentives to the target persons, the intial contact and the realization of the interviews and tests, etc. The field reports are suppied by the respective survey institutes and are only available in German.
The interview manuals is the basis for the interviewers' training before the computed-supported interviews were conducted. In particular, it describes the interview process as well as the content of each of the questionnaire modules.
Access to the virtual conference rooms requires a user login. Username is: neps-conference. The password was sent by e-mail to all registered participants on December 3. If you have lost the password or do not get access, please contact: firstname.lastname@example.org.
The Leibniz Institute for Educational Trajectories (LIfBi) will again award a prize for the "Best Poster" presented at the 5th International NEPS Conference. A jury representing the various disciplines of the NEPS will decide on the winner. The prize money is 250 EUR.
The potential of early parent-child interactions for children’s development is widely acknowledged (e. g. NICHD-ECCRN, 2003; Lehrl et al., 2020). However, little is known about the internal structure and potential interrelations of different features of these interactions. In longitudinal educational research a general factor approach to parent-child interaction is commonly used in statistical analyses (e. g. Linberg et al., 2020; Weinert et al., 2017).
Drawing on the general “SSCO model of learning environments” (Bäumer et al., 2011) as well as approaches in other educational contexts like preschool, which confirm a three dimensional structure in group-settings (e. g. Bihler et al., 2018), the differentiation of two dimensions of parental interaction behavior (cognitive stimulation and emotional support) is proposed for the dyadic setting. This model builds on, both theoretical (e. g. Bornstein, 2002) and empirical (e. g. Landry et al., 2008) foundations. So far, only a few investigations have studied the factorial structure of early parent-child interactions (e. g. Linberg, 2018).
The following research question leads the investigation: “Is there empirical support for a differentiated structure of parental interaction behavior in the NEPS-SC1 observational data of parent-child interactions?”
Using observational data from the first three waves of NEPS-SC1 (N = 739) the proposition is evaluated through longitudinal structural equation modeling. Preliminary results favor a two-factor model of parental interactional behavior in the all three waves (Χ2 (38) = 186.92, p < .0001, CFI = .952, RMSEA = .073, AIC = 18614.807, BIC = 18854.283) over a general factor model (Χ2 (52) = 304.48, p < .0001, CFI = .924, RMSEA = .081, AIC = 18704.371, BIC = 18879.373). Further development, implications and potential difficulties of this approach are discussed. Differential modeling of parent-child interactions adds value to the assessment of specific effects of its dimensions on different domains of child development as well as, both the questions of timing and of potential interaction effects between behavior dimensions, under a longitudinal perspective (e. g. Vallotton et al., 2017).
Metacognitive monitoring is an important predictor of academic achievement and is assumed to be related to language competences. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring between native and non-native speaking fourth graders (~10 years olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and metacognitive monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and metacognitive monitoring does not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly, than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring of their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor equally well, independent of task performance and characteristics. In conclusion, deficits in metacognitive monitoring may not be the primary source of the academic performance differences between native and non-native speaking students. In a future project, based on the NEPS Starting Cohort 2, we aim to clarify the role of language competences for the development of metacognitive skills and academic achievement. This may contribute to a better understanding of academic performance differences between native and non-native speaking students.
Previous research shows gender differences in mathematical and reading competencies as early as elementary school (e.g., Niklas & Schneider, 2012; Robinson & Lubienski, 2011). The aim of the present study was to investigate the relevance of teachers’ endorsement of gender stereotypes for children’s competencies in fourth grade. Research so far has shown inconsistent effects of teachers’ stereotypes and teachers’ ratings of abilities in the domains of reading and mathematics on students’ abilities in those domains (e.g., Carlana, 2019; Heyder et al., 2019; Retelsdorf et al., 2015).
In this study, we focus on the relationship between teachers’ stereotypes regarding differential abilities of boys and girls in mathematics and reading and children’s competencies in mathematics and reading in elementary school. Using data from 3669 fourth-grade students (51.9% female) and their teachers (N = 591; 88% female) of the German National Educational Panel Study (Blossfeld et al., 2011), we found teachers express gender stereotypes regarding reading competence but not regarding mathematical competence. In particular, they rate girls as having higher competencies in reading than boys.
In multilevel analyses no cross-sectional effect between teachers’ stereotypes and children’s gender was found on the competencies of students in mathematics or reading. Analyses also revealed no main effect of teachers’ stereotypes on students’ competencies.
The discussion will focus on the limitations of a cross-sectional design as well as the finding of teacher stereotypes only being present in regards to reading but not mathematics.
Besides acquisition of academic competencies, well-being is an important educational goal and it has been shown that both outcomes are mutually dependent. However, until now, most studies used cross-sectional designs so that the direction of the relation is not yet fully understood. In the present study we used longitudinal data from students attending grades 5 to 9 who participated in the National Educational Panel Study (NEPS). We analyzed reciprocal relations between different facets of well-being (i.e., physical, cognitive, emotional) and academic achievement. Furthermore, we examined differences between gender and type of school in these reciprocal relations. Results revealed mainly positive reciprocal relations between academic achievement and different indicators of well-being. However, multi-group models did not show differences between gender and type of school. Implications for future research and educational practice are discussed.
Nations all around the world seek to improve their education system. Teachers are viewed as important stakeholder to achieve this goal (Desimone et al., 2006; Hattie, 2012). For instance, teachers need to engage in professional learning throughout their teaching career as learning environments are constantly evolving. Recent research articulated affordances of participation in a broad variety of different PD activities (e.g., workshops, mentor programs) to improve teachers’ knowledge and skills and to change teachers’ attitudes and beliefs (Borko et al., 2010; Darling-Hammond et al., 2017). However, research on teacher characteristics (e.g., workload) and contextual characteristics (e.g., reimbursement), which are associated with choosing a rather diversified (i.e., modern) vs. a rather homogeneous (i.e., traditional) PD activities, is limited. Specifically, predictors that examined changes in teachers’ PD participation were not investigated so far. Both, knowledge on such characteristics and predictors of change are key factors to inform education policy and better match the supply structure to teachers’ needs. Therefore, this study investigates teacher PD participation patterns from both a cross-sectional and longitudinal perspective. We used data from the National Educational Panel Study (NEPS) with a full sample of N = 3,539 teachers utilizing information on teachers’ PD enrollment across three years. Results from latent class and multiple group analyses suggest that teachers who show higher general professional engagement and who have been released from teaching for PD participation showed more diversified PD participation profiles. Interestingly, multivariate multiple linear regressions models showed that the same variables (i.e., general professional engagement, release from teaching) seem to prevent changes to less diverse PD participation profiles over time. Our study has implications for educational administration and practice (e.g., better understanding of costs and benefits of diversified PD profiles; evidence to establish opportunities of leaving teachers from teaching for PD activities).
The transition from teacher training into the teaching profession is often incoherent and may lead to a reality shock (Alles et al., 2019). But not all teacher education students take this step and do not enter the teaching profession which is seen as one problem that leads to teacher shortage (Carlsson et al., 2019; Rots et al., 2010).
In Germany, teacher education students graduated from university need to complete an up to two year long induction phase in order to finish their teacher training (Terhart, 2007). Induction phase should provide integrated knowledge by linking theoretical knowledge with practical implementation. It has been shown that well performed induction is beneficial for job satisfaction, teacher efficacy as well as retention (Dicke et al., 2016; Ingersoll & Smith, 2004). Factors that influence the transition from graduation to induction phase has been rarely researched in Germany.
Rots et al. (2010) developed and tested an explanatory model based on social and learning theory of career for the decision of graduates to enter teaching profession. Following this model, the decision is influenced by experience made in teacher education program, integration into teaching, teaching commitment, initial motivation for teaching as well as external influences.
We analyze data of the student cohort from the National Educational Panel Study (NEPS; Blossfeld et al., 2011). The sample contains an over-sampling of students who started a teacher education program in winter term 2010/11 in Germany. First results indicate, that 2.140 persons in our sample entered the induction phase or even skipped it and started working as a teacher after graduation. However, a proportion of 570 graduates did not make the transition yet. In further analyses we plan to use path models in order to investigate factors that predict the transition from graduation to induction.
Choosing a career is an important and often difficult life decision. To aide in this decision-making process a student may seek out information or even counselling to solve, among other issues, information deficits (Holland & Holland, 1977). Retrospectively, German students often claim false study expectations to be a major reason for dropout (Heublein, Hutzsch, Schreiber, Sommer, & Besuch, 2010) which suggests an information deficit at the beginning of their studies (Klein & Stocké, 2016).
A sample of German university students from the National Educational Panel Study (NEPS; SC5:14.0.0), who rated different information sources for making their study decision, were used to answer whether less informed students were less successful, or if they dropout with false study expectations.
Four groups with different levels of information deficits were compared. Very well informed students were best prepared for university overall, had the highest study satisfaction, the best grades after one year, a significantly lower dropout intention, and the lowest false study expectations as a reason for dropout. Interestingly, the Rather well informed group present a similar intention to dropout and false expectation at dropout out as the two less informed groups, and a poorer study satisfaction than the Not informed group. The Poorly informed students presented results consistent with the research question, although very few indicated being poorly informed. The Not informed students had reasonably high study satisfaction although very few provided any grades after one year.
In line with Klein & Stocké (2016), all three groups who were not optimally informed presented false study expectations as playing a greater role in their reason for dropout. This study suggests that students who are not completely satisfied with the information they use to plan their studies show similarly poor results on important indicators of success as their poorly informed or uninformed counterparts.
In Germany, educational success is still strongly dependent on social background (Autorengruppe Bildungsberichterstattung 2020). However, indicators such as the parents' occupational status, income or educational level offer a rather limited perspective on the impact of the family of origin (Stoye 2016). Siblings and their educational pathways and successes also seem to play a role in explaining the relation of social origin and educational success and broaden the perspective on the family system.
Previous research on the impact of siblings has usually followed an economic approach based on the distribution of resources (e.g. Blake 1981; Downey 1995; Steelman et al. 2002). Since having more children means that the parents have fewer resources per child, siblings are rather seen as a negative factor. In contrary, this article refers to the work of Bourdieu (e.g. 1973; 1984). The advantage of the chosen theoretical approach is the addition of intra-family socialization processes and transmission mechanisms. Therefore, a possible positive effect of having an older sibling is expected. This is especially true in the transition to secondary school, where an older sibling can e.g. provide access to valuable knowledge. In particular, it is examined if educational success and experience of older siblings have an impact on the aspirations, the joy of learning and the willingness to make an effort – all indicators of an educational habitus –and therefore, on the transition to upper secondary school of younger siblings.
Based on NEPS data of Starting Cohort 2 (Blossfeld, Roßbach & von Maurice 2011), the research question will be investigated within the framework of a structural equation model and multi-group-analysis. First results show that when controlled for educational success of an older sibling, the often-found negative effect of the number of siblings disappears. Also, having an older sibling that attends Gymnasium or has Abitur enhances the probability of transition to Gymnasium.
This study analyzes class origins, social mobility and educational and occupational trajectories among Germans citizens using the National Educational Panel Study adult cohort survey (N=9,099). Relative to one’s origins, and using ordinal logistic modeling techniques, I first analyze the educational pathways that individuals of distinct social background tend to follow. Social origins matter, and significantly, for if and where one graduates, with respondents of the highest social origins graduating from the university and individuals of the lowest social origins attending the least prestigious education options. Secondly, my analyses interrogate the labor market implications of these patterns, focusing specifically on respondents’ eventual occupational status and income levels. Generally, social mobility relative to one’s parents only appears to occur for individuals with mid-tertiary degrees, but not for degrees of higher or lower prestige. This U-shaped relationship between social origins, education, and occupational destinations, recently seen in research from France and the United States, likewise appears to be prevalent in Germany despite unique economic and education structures. I finish with a comparison of the countries’ education systems to explore how the theories Maximally and Effectively Maintained Inequality explain this trend. In each country, I find that elite institutions entail barriers and costs that oftentimes preclude students from working-class backgrounds. Meanwhile, these students are siphoned into degree-seeking options which expedite students’ financial earning opportunities but hinder their occupation and earning capabilities. The bulk of my results point to some reproduction of existing inequalities within higher education and an important interaction between origins, career development and occupational trajectories that should be of interest to researchers and policymakers alike.
Background: There are still differences in the educational achievements between children with and without migration background in Germany, with a lower socioeconomic status influencing the qualification of children with migration background negatively. Lesser is known about the influencing factors on participating in institutionalized leisure activities, like sports clubs or youth groups.
Objective: The objective of this study is to explore the influence of parental resources on the leisure activities of children with and without migration background between the ages 12 and 16.
Theory: The assumptions are based on Bourdieu’s theory of capital in which personal resources enable individuals to achieve social positions, when applied in the appropriate context.
Method: Cross-sectional data from the Starting Cohort 4 from the 2010 National Educational Panel Study are used (n= 7.496/ 16% migration background). The effect on the number of leisure activities is analyzed using multinomial logistic regression. Binary logistic regression is applied to analyze factors influencing participation in sports clubs and religious youth groups.
Results: The main results show that children with migration background participate less, which is partly explained by fewer socioeconomic parental resources. Being married and living in western Germany show favorable effects on the participation. Children with migration background benefit less from the cultural capital of their parents. There seems to be a threshold in which additional resources do not promote further participation regardless of migration background. The transition from one to two or more activities is largely unexplained by parental capital. Different kinds of activities seem to demand different forms of capital, with more economic resources in sports clubs and cultural resources in religious youth groups.
Conclusion: This study shows that sociodemographic characteristics and migration background affect the participation and kind of institutional leisure activities of children, with different implementation possibilities of these resources for children with migration background and depending on the kind of activity.
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