The role of high-school duration for university students' motivation, abilities and achievements

authored by

Tobias Meyer, Stephan L. Thomsen

Abstract

We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.

Organisation(s)

Institute of Economic Policy

External Organisation(s)

Centre for European Economic Research (ZEW)
Institute of Labor Economics (IZA)

Type

Article

Journal

Education Economics

Volume

26

Pages

24-45

No. of pages

22

ISSN

0964-5292

Publication date

11.07.2017

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

Education, Economics and Econometrics

Sustainable Development Goals

SDG 4 - Quality Education

Electronic version(s)

https://doi.org/10.1080/09645292.2017.1351525 (Access: Closed)