Educational Processes, Competence Development and Selection Decisions in Preschool and School Age (BiKS 8-14)
The assessments of the second longitudinal section (BiKS-8-14) of the BiKS-Study took place in primary and secondary schools in the states of Bavaria and Hesse starting in the spring of 2006 in the 3rd grade of 155 primary schools. The children of the 2,395 participating families were surveyed on three measurement points at a six-month interval. The majority of these children moved on to a secondary school in summer 2007. Along with new classmates (approx. 900), these children and their parents were then monitored at annual intervals across five times of measurement until the end of 9th grade. Beside the regular assessment of the children’s competencies, the participating young people, their parents and their teachers were interviewed. The focus of the longitudinal section BiKS-8-14 was on the different development and decision patterns of children before and after the transition to different school types at secondary level (Hauptschule, Realschule, Gymnasium). (IQB)
- Research Design: Oberservational Design
- Sample: Students from grade 3 to 9 (N=2,400 / 3,000); Teachers (N=155); Schools (N=82)
- DOI: 10.5159/IQB_BIKS_8_14_v2
- Restrictions: No
-
Socio-demographic Background
- Subjective positioning within the class
-
Cultural Capital
- Books in the household
- Cultural assets in the household
- Cultural activities together with the child
- Cultural practice
- Listening to classical music
- Playing music
- Statements about art and culture
- Information opportunities about art and culture
- Cultural interests
- Frequency: Visiting a bookstore/library with your child
- Attending cultural events
- Attending cultural events without parents
-
Individual Characteristics
- Sex (target person)
- Birth (target person)
- Country of birth (target person)
- Nationality (target person)
- Date of birth (partner)
- Sex of target child
- Birth month Target child
- Year of birth Target child
- Child's developmental problems
- Current stressors
- Therapy or treatment
- Country of birth of the child
- Gender-specific behavior
- Behavioral and developmental disorders of the target child
- Current relationship with a close person
- Sex (Teacher)
- Sex (target child)
- Month of birth (target child)
-
Family Background
- Highest school qualification (target person)
- Highest vocational qualification (target person)
- Family status (target person)
- Separated/divorced/widowed: since when?
- Current committed relationship
- Partner in the same household
- Country of birth (partner)
- Year of immigration (partner)
- Highest school qualification (partner)
- Highest vocational qualification (partner)
- Number of children
- Sex of other children
- Month of birth of other children
- Year of birth of other children
- Relationship with other children
- Other children in the household
- Place of residence of other children
- Type of school attended by other children
- Graduation qualifications of other children
- Everyday language of the family: German
- Language spoken with target child
- Language spoken with partner
- Language understood with partner of target child
- Language spoken with partner of target child
- Target child understands German
- Target child speaks German
- Environment speaks a language other than German with the target child
- Employment (partner: past and/or present)
- Average weekly working hours (partner)
- Type of employment relationship (partner)
- Current use of parental leave (partner)
- Current occupation (partner)
- Duration of unemployment (partner)
- Type of employment in the past or today (partner)
- Size of company (partner)
- Type of vocational training (partner)
- Living situation
- Number of people living in the household
- Family's main source of income
- Monthly net household income
- Highest school qualification of the biological parent
- Highest vocational qualification of biological parent
- Role of the biological parent in the child's everyday life
- Biological parent's participation in important decisions
- Maintenance payments by biological parent
- Children in personal environment attending secondary schools
- Change in partnership since the last survey
- Change in family size since the last survey
- Number of new children joining
- Date of birth of additional children
- Changes in employment status (partner)
- Place of birth of parents (target person)
- Highest school qualification Father (target person)
- Highest vocational qualification of father (target person)
- Highest school qualification Mother (target person)
- Highest vocational qualification of mother (target person)
- Place of birth of parents (partner)
- Highest school qualification Father (partner)
- Highest vocational qualification of father (partner)
- Highest school qualification Mother (partner)
- Highest vocational qualification of mother (partner)
- Stressful events in the family
- Number of children who have moved out
- Date of birth of children who have moved out
- Moved in with relatives/acquaintances (target person)
- Belonging to an immigrant group (partner)
- Residence permit / German citizenship (partner)
- Contact with relatives/acquaintances in Germany prior to arrival (partner)
- Moved in with relatives/acquaintances (partner)
- School attendance in Germany (partner)
- Grade Start of school in Germany (partner)
- Children's names
- Native language (target person)
- Number of subordinates (partner)
- Relationship with the target child
- Weekly working hours (partner)
- Permanent employment (partner)
- Partner's status of non-employment
- Target person is mother/father of target child
- Children joining the household
- Current employment (partner)
- Father's highest educational attainment
- Mother's highest educational attainment
- Siblings participating in the study
- Socioeconomic status (partner)
- Highest socioeconomic status (household)
- Highest school qualification (household)
- Motivation for maintaining status
- Probability of maintaining status with different school qualifications
- Assessment of the financial burden on parents for different school qualifications
- Assessment of the financial burden on parents due to vocational education
- Assessment of the financial burden on parents due to university studies
-
Personal Characteristics
- Linguistic aptitude of the child
- Valence of memories and feelings about one's own school days
- Current stressful events
- Importance of the opinion of significant others in general
-
Self-Related Attitudes
- Child's expectation of effectiveness
- Child's social skills
- Idealistic educational aspirations for the child
- Subjective class affiliation
- Own assessment of the child's performance
- Self-efficacy expectations: helping children with schoolwork
- Performance attribution
- Payment in comparison to persons with the same qualifications
- Perfection striving
- Extraversion (Bif-S)
- Compatibility (Bif-S)
- Openness (Bif-S)
- Neuroticism (Bif-S)
- General self-efficacy in performance
- General beliefs about competence
- Interest in various activities (Inventory of Children's Activities ICA-D)
- Self-assessment: Spelling skills
- Self-assessment: Solving arithmetic problems
- Self-assessment: Vocabulary
- Self-assessment: Reading speed
- Self-assessment: Reading comprehension
- Self-assessment: Solving mental arithmetic problems
- Self-assessment: Grammar errors
- Competence beliefs for various activities (Inventory of Children's Activities ICA-D)
- Self-assessment: English skills
- Social self-efficacy
- Own idealistic educational aspirations
- Own realistic educational aspirations
- Attribution of good school grades
- Own popularity
- Competence beliefs in mathematics (social reference norm)
- Competence beliefs in German (social reference norm)
- Competence beliefs in English (social reference norm)
- Probability of being able to achieve various school qualifications
- Future orientation
- Thinking about plans after school
- Idealistic career aspirations
- Idealistic career aspirations: consistency
- Idealistic career aspirations: required school-leaving qualification
- Idealistic career aspirations: required education
- Idealistic career aspirations: inspiration
- Probability of actually obtaining various school qualifications
- Own idealistic educational aspirations: strength of desire
- Realistic career aspirations
- Realistic career aspirations: consistency
- Realistic career aspirations: Inspiration
- Realistic career aspirations: being well-informed
- Realistic career aspirations: required school qualifications
- Realistic career aspirations: required training
- Expectations of professional success
- Expectations of family involvement
- Probability of being able to complete vocational training
- Probability of being able to complete a degree
- Probability of working without training
- Probability of actually completing vocational training
- Probability of actually completing a degree
- Future aspirations: working without training
- Future wish: vocational training
- Future aspirations: studying
- Idealistic career aspirations: being well-informed
- Probability of obtaining the training/study place required for idealistic career aspirations
- Probability of having difficulties securing a training/study place
- Importance of different motives for choosing a career
- Status of application for vocational training
-
Learning and Performance-related Attitudes
- Child's independence with homework
- Effort-willingness: Child
- Careful work by the child
- Child's discipline
- The child's enjoyment of learning
- Child's mathematical aptitude
- Child's perseverance
- Child's scientific/technical aptitude
- General aptitude of the child
- Interest assessment (ICA-D)
- Realistic educational aspirations of the child
- Importance of the child's graduation
- Instrumental motivation to learn
- Intrinsic motivation to learn
- Knowledge about the child's preferred type of school
- Planned type of school the child will attend
- Willingness to cover higher education costs
- Perception of stress caused by attending school
- Assessment of the child's participation in class
- Anxiety in German
- Interest in German lessons
- Anxiety in class
- Interest in mathematics education
- Interest in social studies and science lessons
- Child's coping with upcoming school change
- Assessment of the child's English skills
- Interest in first foreign language
- Fear of failure in mathematics
- Fear of failure in German
- Nervousness in math lessons
- Nervousness in German lessons
- Interest in English lessons
- Child's self-assessment: Mathematics
- Child's self-assessment: German
- Child's self-assessment: English
- Instrumental motivation for good school grades
- Instrumental attitude toward education
- Intrinsic attitude toward education
- Child's participation in qualifying secondary school exams
- Instrumental value of education
- Intrinsic value of education
- Performance attribution by teacher
- Attribution of success for good grades
- Relationship between motivation and performance
- Conscientiousness (Bif-S)
- Eagerness to learn
- Subject interest: Mathematics
- Subject interest: German
- Subject interest: English
- Instrumental motivation for good grades
- Usefulness of what has been learned for future careers
- Behavioral relevance of performance sanctions
- Avoidance performance goal (SELLMO)
- Learning goal orientation (SELLMO)
- Performance-approach goal (SELLMO)
- Subject-specific self-concept in German
- Subject-specific self-concept in mathematics
- Subject-specific self-concept in English
- Own academic ambition
- Importance of learning a lot
- Importance of good grades
- Self concept reading
- Importance of high educational qualifications for positive career prospects
- Assessment of the negative effects of repeating a grade
- Attitude toward the benefits of vocational training
- Attitude toward the benefits of studying
-
School-related Attitudes and Behaviors
- Child's satisfaction with school
- Carefulness of the child with work materials
- Child enjoys school
- Assessment of various influences on school performance
- Assessment of performance requirements at secondary schools
- Attitude toward the relationship between school type and social status
- Learning Goal Orientation
- Performance-approach goal
- Fairness of teachers
- Thoughts on changing school types
- Reasons for planned school change
- Annäherungs-Leistungszie
- Conversation with teacher about a subject
- Patience
- Obedience
- Attitude toward area-specific educational responsibilities (family vs. school)
- Importance of educational goals at school
- Assessment: Instrumental benefits of graduating from our school
- Attitude towards school
- Enjoying going to school
- Interest in various subjects/areas
- Anticipation of 5th grade
- Expectations of 5th grade
- Annoyance about leisure restrictions due to homework and school
- Own attitude toward disruptive student behavior
- Self-desired change of school type: strength of desire
- Self-desired change of school type: target school type
- Self-desired change of school type: consistency
- Importance of the opinion of significant others regarding changing schools
- Affective attitude toward changing school types
- Knowledge about regulations on repeating a year and changing school type
- Knowledge about vocational school
- Knowledge about transferring from secondary school to junior high school
- Knowledge about transferring to a lower school type
- Knowledge about required qualifications
- Level of demand at school
- Knowledge about opportunities after graduation
-
Occupational Situation
- Employment (target person: past and/or present)
- Average weekly working hours (target person)
- Type of employment relationship (target person)
- Current use of parental leave (target person)
- Current occupation (target person)
- Duration of unemployment (target person)
- Type of employment in the past or present (target person)
- Size of the business (target person)
- Changes in employment status (target person)
- Number of subordinates (target person)
- Current employment (target person)
- Type of comprehensive school of the majority of friends
- Number of hours and classes taught per week
- Professional experience in accompanying a class to transition
- Instructional period in current class
- Subject taught in the participating class
- Math instruction in recent years
- Stress experienced in the teaching profession
- Scope of teaching different subjects in the current school year
- Socioeconomic status (target person)
- Part-time job alongside school
-
Professional Education
- Vocational education (target person)
- Source of information on opportunities after graduation
- Target child applying for work/training
- Number of applications for vocatinal education
- Confirmation of training place
- Studies: Career changers or teacher training
- Course content: Diagnostics
- Scope of German in teacher training
- Scope of mathematics in teacher training
- Final grade: 1st state examination / Master of Education / alternative degree
- Educational science final grade: Master's degree or state examination
- A-level grade (Abitur)
- Class teacher
- Degree Career changer
- Target school type for teacher training
- Subjects studied
- Professional qualification
- Teacher's school qualifications
- Highest school qualification (target person)
- Source of information about career opportunities
-
TV Consumption
- Multimedia use by the child
-
Reading and Writing Habits
- Child's reading habits
- Reading Strategies (German)
- Attitude to reading
- Frequency: Talking with your child about what they are reading
- Attitudes towards Reading
- Reading Motivation
- Reading time as part of homework
- Reading frequency by text type
- Performance motivation in reading
- Books read in German class
- Books read in my free time
-
Leisure Activities and Peer Group
- Majority of the target child's friends are German-speaking or non-German-speaking
- Participation in courses during free time
- Number of friends attending different types of school
- Type of school attended by the majority of friends
- Percentage of foreigners in circle of friends (target person)
- Type of comprehensive school of the majority of friends
- School branch cooperative comprehensive school of the majority of friends
- Interest in leisure activities
- People in the person's immediate environment
- Relationship of a close person to the target person
- Knowledge of people close to each other
- School branch/track attended by the majority of friends
- Support from friends with applications/training
- Idealistic educational aspirations of friends
- Best friends with a migration background
- Best friends know each other
- Motivation to learn among best friends
- Performance motivation of best friends
- Performance sanctioning
- Friends' attitudes toward disruptive student behavior
- Performance sanctioning in the peer group
- Duration of friendships
- Realistic educational expectations for friends
- Foreign origin of friends' parents
- Migration background of friends
- School ambition of friends
- Motivation to learn among friends
- Performance motivation of friends
- Circumstances of getting to know friends
- Interest in various leisure activities
- Idealistic aspirations of friends
- Ambition of friends
- Number of friends with a migration background
- Realistic educational aspirations of friends
- Friends' plans after school
-
Home Learning Environment
- Target child's workplace for homework
- Money for good school performance
- Persons who additionally practice with child
- Recommendation from a close person regarding school graduation
-
Home Learning Support
- Support with homework
- Additional practice
- Support with additional practice
- Time spent on school-related matters
- Parental support with school-related tasks
- Duration of support from various persons
- Duration of additional practice with individuals
- Activities with children during 1st grade
- Information on career opportunities after graduation
- Opportunities for support in educational and career planning
- Own support with job/training applications
- Parental homework support
- Restrained-constructive parental homework support
- Parental homework monitoring
- Homework support from the social environment
- Discussing German lesson contents with parents
- Exercises for job applications
- Exercises for career orientation
- Exercises for finding an employer
-
Tutoring
- Tutoring for children
- Paid tutoring in elementary school
- Person who provides tutoring
- Paid tutoring in various subjects
- Reason for tutoring
- Number of days absent target child
- Regularity of tutoring
- Duration of private tutoring
- Scope of tutoring
- Costs of private tutoring per month
- Person who suggested tutoring
- Knowledge of the subject matter covered in tutoring sessions
- Effect of tutoring on school performance
-
Parental Educational Practices
- Parental involvement in school events
- Attitude toward the child's grades
- Time of school enrollment
- Conflicts at home
- Attitude toward area-specific educational responsibilities (family vs. school)
- Family environment: listening to each other
- Family environment: mutual support
- Family environment: sense of togetherness
- Family environment: children have a say in decisions
- Family environment: lots of joint activities
- Family environment: lots of conflicts
- Family environment: everything can be discussed
- Conversations with teachers
- Person who initiated conversation with teacher
- Pocket money for personal wishes
- Amount of pocket money
- Influence on the use of pocket money
- Topics of conversation with the child
- Attitude toward the child's performance
- Measures to prevent/support changing schools
- Rewards for good school performance
- Contact with parents of good friends
- Frequency of thinking about what the target child should do after school
- Own influence on school (type) change
- Who decides: time for homework
- Who decides: choice of subjects
- Who decides: choice of internship
- Who decides: choice of school
- Who decides: activity after graduation
- Parents' interest in school
- Material rewards for good grades from parents
- Parents' joy at good grades
- Social support from parents in case of difficulties
- Scope for decision-making in leisure activities
- Dealing with parents: taken seriously
- Parental annoyance about messy homework
- Decisive person in choosing a school
- Trusting relationship with parents
- Impression on significant others through good grades
- Family discussion about school topics
- Family discussions about films
- Family discussions about fiction
- Parental book recommendations
- Parental knowledge about school
- Scope for decision-making in school matters
-
Parental Knowledge and Beliefs
- Assessment of the burden of different qualifications
- Perception of different levels of stress in different types of schools
- Knowledge about the school system
- Knowledge about the education system
- Knowledge of various options after graduation
- Relevant reasons for career choice
- Potential of parental homework support
-
Handling Homework
- Time spent on homework
- Child's independence with homework
- Target child needs support with homework
- Target child receives support
- Person who helps with homework
- Child practices with other people in addition to homework
- Homework supervision provider
- Enjoying homework
- Difficulty with homework
- Frequency of homework completion
-
Other
- Willingness to make statements about biological parents
- Information on interview quality and disruptions
- Participation in Word Fluency
- Word fluency: dropout dummy
- Word fluency: dropout after what time
- Duration of response
- Strain from questionnaire
- Importance of giving considered answers in the questionnaire
- Attitude toward participating in similar surveys
-
Migration Background
- Year of immigration of father (target person)
- Year of immigration of mother (target person)
- Year of immigration of father (partner)
- Year of immigration of mother (partner)
- Reasons to move to Germany
- Year in which the target child immigrated to Germany
- Target child's stay abroad (at least 6 months)
- Belonging to an immigrant group (target person)
- Aufenthaltserlaubnis / Detusche Staatsbürgerschaft (Zielperson)
- Contact with relatives/acquaintances in Germany prior to arrival (target person)
- German language skills (target person)
- Time of immigration of parents (target person/partner)
- Immigrant parent (target person)
- Immigrant parent (partner)
- Target person/partner immigrated to Germany
- Connection to country of origin
- Percentage of foreigners in residential area
- Migration background of close relatives
- Country of birth of close relatives
- Migration background (target person and partner)
- Language(s) spoken at home
- Mother tongue
- Language most spoken with mother
- Language most spoken with father
- Language most spoken with friends
- Language most spoken in general
- Language most spoken in the schoolyard
-
Political and Social Attitudes
- Values to be taught in school
-
Personality
- Aptitude assessment (RIASEC)
- Social desirability (SDS-CM)
- Social compatibility
- Vulnerability to potential stressors in the school context
- Self-assessment: Personality (Big Five)
-
Educational Biography
- Child attends kindergarten
- Change in the child's school performance
- Statements about their own school days
- Educational institutions attended (target person)
- Degree obtained at educational institution (target person)
- Type of qualification obtained at the educational institution (target person)
- Start of vocational training or studies
- Degree obtained during training?
- Type of vocational degree
- Completion of the child's primary school education
- Type of comprehensive school
- Criteria for choosing a school
- Child's preferred school
- Source of information on school choice
- School attendance in Germany (target person)
- Grade Start of school in Germany (target person)
- Grade on half-year report card: German
- Grade on half-year report card: Mathematics
- Grade on half-year report card: First foreign language
- Afternoon care at school
- Grade level of target child
- Type of school attended by the target child
- Comprehensive school system
- Child's school branch in cooperative comprehensive school
- Foreign language in grade 5
- English in elementary school
- English since which grade
- Transition recommendation
- Change of school type since 5th grade
- Changing schools: original school type
- Reasons for changing school
- Probability of changing school type
- Type of school in case of planned school change
- Planned change of school: comprehensive school
- Planned change of school: cooperative comprehensive school
- Grade on half-year report card: English
- Foreign language that the child is learning
- Change of school: child attends inclusive or cooperative comprehensive school
- Change of school: child's school branch in cooperative comprehensive school
- Support with school transfers
- Expected school leaving certificate Child
- Foreign language since grade 5
- Grade first foreign language
- Grade in second foreign language
- Prevention of school transfer
- Start at current school type
- Statements about the consequences of repeating a year
- Reasons for changing school type
- Original school type
- Assessment of performance requirements at previous school
- Grade on half-year report card: Latin
- Grade on half-year report card: French
- Grade on half-year report card: Greek
- Grade on half-year report card: Spanish
- Grade on half-year report card: Other
- Attending secondary school (child)
- Grade repetition target child
- Child at risk of failing
- Child at risk of failing because of which subject
- Communication of possible qualifications/entitlements of the child (Hesse - IGS)
- Possible qualifications/entitlements of the target child (Hesse - IGS)
- Grade on half-year report card: ATW (Bavaria)
- Grade on half-year report card: Work studies (Hesse)
- Time of secondary school entrance exam (Bavaria)
- Educational expectations independent of aptitude (secondary school)
- Grade repetition (target child)
- Expected school type in 5th grade
- Reasons for choosing the school
- Class repetitions
- Duration of English lessons in secondary school
- Grade attended
- Participation in exams for qualifying secondary school leaving certificate
-
Parental Educational Aspirations
- Importance of maintaining status
- Probability of maintaining status with different qualifications
- Decision on secondary school: Parents can make the best decision
- Decision on secondary school: Teachers can make the best decision
- Conversations with personal circle about school matters
- Relationship with people with whom school matters were discussed
- School qualifications of the people with whom school matters were discussed
- Importance of the opinion of the person with whom school matters are discussed
- Choice of secondary school
- Career aspirations for child (RIASEC)
- Importance of different reasons for choosing a school type
- Thoughts on future changes to school types
- Support with planned school transfers
- Probability of child completing school
- Prevention of planned school transfers
- Embarrassment when child transfers to a lower-level school
- Pride when child moves up to higher school level
- Preference for repeating a grade or changing school type
- Planned change of school: M-stream (Bavaria)
- Assessment of the extent of financial burden without training
- Assessment of the extent of financial burden until vocational training
- Assessment of the extent of financial burden until university studies
- Probability of difficulty finding a training place
- Expectations of professional success
- Expectations of family involvement
- Training required for idealistic career aspirations
- Training required for realistic career aspirations
- Support at home
- Parental support
- Parental educational aspirations
- Assessment: Parental involvement in school development
- Assessment: Parental support for school development
- Parental satisfaction with school performance
- Importance of the opinion of significant others regarding school grades
- Change of school type desired by significant others: Strength of desire
- Change of school type desired by significant others: Target school type
- Impression on significant others through various school qualifications
- Impression on significant others through completion of training
- Impression on significant others through completion of studies
-
Parental Involvement
- Attitude toward parent-teacher interaction
- Reason for discussion with teacher
- Communication with teachers: language barrier
- Parental involvement in school
- Parent-teacher cooperation
- Parent-teacher relationship in the classroom
- Parental involvement in the class
-
School Location
- Distance to the nearest secondary school
- Distance to the nearest junior high school
- Distance to the nearest high school
-
Cognitive Learning Outcomes
- Assessment of the child's numerical comprehension
- Assessment of the child's mastery of basic arithmetic
- Assessment of the child's vocabulary
- Assessment of the child's ability to perform arithmetic tasks
- Assessment of the child's reading comprehension
- Assessment of the child's spelling
- Assessment of the child's logical-abstract thinking
- Assessment of the child's reading speed
- Assessment of the child's grammar
- Assessment of the child's ability to solve problems
- Child's performance in German
- Child's performance in mathematics
- Child's performance in first foreign language
- Child's performance in English
- Word fluency: number of animals named
- Word fluency: number of repeated animals
- Word fluency: number of unclear animals
- Final grade: German
- Final grade: Mathematics
- Final grade: English
- Final grade: Latin
- Final grade: French
- Final grade: Greek
- Final grade: Spanish
- Final grade: Other foreign language
- Final grade: ATW (Bavaria)
- Final grade: Work studies (Hesse)
- Final grade for 4th grade
- Final grade for 4th grade: German
- Final grade for 4th grade: Mathematics
- Final grade for 4th grade: Science (Hesse)
- Final grade for 4th grade: Social studies and science (Bavaria)
- Half-year grade German
- Mathematics mid-year report mark
- Half-year grade Social studies and general knowledge
- Orientation test scores
- Annual report card grade in German
- Annual report card grade in mathematics
- Annual report card grade in social studies and science
- Half-year grade English
- Competences in various areas (social reference norm)
- School grades
- Assessment of the class: Spelling (social reference standard)
- Assessment of the class: arithmetic (social reference norm)
- Assessment of the class: Vocabulary (social reference standard)
- Assessment of the class: Reading (social reference standard)
- Assessment of the class: grammar (social reference norm)
- Assessment of the class: Text comprehension (social reference standard)
- Assessment of the class: Reading speed (social reference standard)
- Assessment of the class: Logical-abstract thinking (social reference standard)
- Assessment of the class: Mathematics performance level (social reference standard)
- Assessment of the class: English performance level (social reference standard)
- Assessment of the class: Practical tasks (social reference standard)
- Assessment of the class: geometry (social reference norm)
- Understanding of lesson content
- Self-assessment: Learning progress in reading
- Self-assessment: Learning progress in arithmetic
- Self-assessment: Performance in various subjects/areas
-
Social Climate
- Number of good friends the child has at their current school
- Incidence of potential stressors in the school context
-
Class Management
- Performance requirements at school Target child
- Prioritizing additional lessons
-
Professional Support/ Individual Support
- Support from teachers with applications/training
- Internal differentiation
- Learning support in math lessons
- Learning support in German lessons
- Treatment by German teacher: Fairness
- Treatment by math teacher: Fairness
-
Learning and Performance-related Attitudes (Learning Outcome)
- Report card available
- Effort-willingness
- Discipline
- Eagerness to learn
- Concentration
- Cooperation in class
- Interest in German lessons
- Interest in mathematics education
- Enjoying German lessons
- Enjoying math class
- Interest in English
- Assessment of the class: Motivation (social reference standard)
- Assessment of the class: Interest in German lessons (social reference norm)
- Assessment of the class: Interest in math lessons (social reference norm)
- Assessment of the class: Interest in English (social reference norm)
- Factors influencing grading
- Fear of failure in class
- Fear of failure in mathematics
- Fear of failure in German
- Fear of failure in English
- Performance assessment in German (social)
- Performance assessment in mathematics (social)
-
Performance Assessment/ Diagnostic Competence
- Language aptitude
- Mathematical aptitude
- Scientific and technical aptitude
- General aptitude
- Performance potential
- Restlessness
- Recommended secondary school
- German language skills
- Assessment of vocabulary
- Assessment of mastery of basic arithmetic
- Assessment of spelling
- Assessment of logical-abstract thinking
- Assessment of reading speed
- Assessment of mathematics skills
- Assessment of reading comprehension
- Assessment of numerical comprehension
- Grammar assessment
- Confidence in assessment
- Confidence in recommending a type of school
- Assessment of mastery of geometry
- Assessment of learning motivation
- Performance Motivation
- Recommendation of a different type of school
- Competence-related self-concept in German
- Competence-related self-concept in mathematics
- Competence-related self-concept in English
- Assessment: English proficiency
- Aptitude assessment (RIASEC)
- Risk of transfer
- Recommendation for promotion
- Performance assessment for the present test
- Progress in German
- Progress in mathematics
- Class level in core subjects (German)
- Class level in core subjects (math)
- Class level in core subjects (general studies)
- Diagnostic competence in the area of achievement
- Diagnostic skills in the social sphere
- Relevance of various non-performance-related aspects for annual grade in a major subject
- Influence of other factors on transition recommendations in cases of ambiguous performance
- Expected frequency of different transition recommendations
- Assessment of relative diagnostic competence in German vs. mathematics
- Estimation of expected test score within the class
- Diagnostic skills of teachers
- Diagnostic skills of mathematics teacher
-
School-related Attitudes and Behaviors (Learning Outcome)
- Independence
- School enjoyment
- Carefulness
- Nervousness and fear of failure in class
- Nervousness and fear of failure in German class
- Nervousness and fear of failure in math class
- Nervousness and fear of failure in English class
- Fear of failure
- Subject interest: General studies
-
Composition of the Student Body
- Assessment: Gender-specific behavior
- Class size
- Class composition: gender
- Class composition: limited German language skills
- Class composition: migration background
- Class composition: migration background x gender
- Class composition: socioeconomic background
- Class composition: non-German colloquial language
- Country of origin of the students' families
- Class composition: repeat students
- Number of students in the class
-
Professional Self Concept
- Parental pressure regarding grades
- Assessment of the prognostic validity of transition recommendations
- Attitude toward the three-tier school system
- Attitude toward transition regulations
- Relevance of various criteria for transition recommendations
- Discussing transition recommendations with various people
- Self-efficacy expectation
- Assessment of the importance of social diagnostic skills for teachers
- Belief in the effectiveness of diagnostic competence
- Ability to take on the teacher's perspective
- Benefits and relevance of orientation tests
- Experience with parent-teacher relationship regarding transition recommendations
- Teaching goal: preparation for career fields (RIASEC)
-
Pedagogical Content Knowledge
- Constructivist understanding of learning
- Receptive understanding of learning
-
Professional Experience
- Professional experience as a teacher
-
Intra-school Cooperation
- Cooperation between teachers and predecessors
- Professional cooperation with other teachers
- Social cooperation with other teachers
-
Cooperation Outside the School
- Contact with secondary schools
- Knowledge of the secondary school curriculum
-
Lesson Design/ Teaching Practice
- Lesson planning based on constructivist learning theory
- Lesson planning based on receptive learning theory
- Adjustment of lessons due to upcoming transition
-
Reference Norm Orientation
- Assessment according to individual reference norm
- Assessment according to social reference norm
- Reference standards orientation
- Assessment according to criterion-based reference norm
- Individual reference standard for praise
-
Learning Climate
- Learning and performance characteristics of the class
- Assessment of learning motivation
- Conviction of the importance of the learning atmosphere
- Assessment of the class: discipline (social reference norm)
- Nervousness in class
- Nervousness in math lessons
- Nervousness in German lessons
- Nervousness in English lessons
- Affection for German teacher
- Affection for math teacher
-
Classroom Climate
- Cooperative classroom atmosphere
- Social classroom climate
- Disruption in this class
- Social inclusion
- Self-assessment: Compatibility
- Fairness of teachers
- Cohesion/class cohesion
- Friends in class
-
Self-Related Attitudes (Learning Outcome)
- Assessment of the class: anxiety (social reference norm)
- Assessment of the class: Confidence in German (social reference standard)
- Assessment of the class: Confidence in mathematics (social reference standard)
- Assessment of the class: Confidence in English (social reference standard)
-
Learning Opportunities
- Availability of German remedial courses at school
- Participation in remedial courses in German
-
Clarity and Structuredness
- Structuring assistance
- Teachers' ability to explain
- Structuring assistance from mathematics teacher
- Structuring assistance from German teacher
-
Non-cognitive Learning Outcomes
- Assessment of the class: Concentration (social reference norm)
- Assessment of the class: Independence (social reference standard)
-
Lesson Preparation and Lesson Content
- Assessment: Full implementation of the curriculum in this class
- Time for various aspects of lesson preparation
- Text types in German lessons
- Activities in German lessons
- Teaching speed in mathematics
- Teaching speed in German
-
Effective Use of Time/ Discipline in the Classroom
- Time management
-
Perception of the School as a Place of Learning
- Support offers within the school
- Students' willingness to perform
-
Use and Variation of Different Teaching Methods
- Use of various options for comparing performance expectations with actual performance
-
Individual and Institutional Background
- Federal state (Bundesland)
-
Institutional Characteristics
- Teacher = school management?
- Type of school
-
Student Orientation/ Social Support
- Student-teacher relationship
- Teachers' social orientation
- Teachers' willingness to help
- Social diagnostic competence of teachers
- Social diagnostic competence of mathematics teachers
- Treatment by German teacher: Appreciation
- Treatment by math teacher: Appreciation
-
School Atmosphere
- Competitive school climate
-
Perception of School as a Living Environment
- Affective attachment to school
-
Cognitive Activation
- Cognitive activation in German lessons
-
Domain-Specific Cognitive Competencies
-
Mathematics Achievement
-
Test Instrument Mathematics
- PALMA
- TIMSS
-
DEMAT - Deutscher Mathematiktest (versch. Versionen)
- 3+
- 4
- 5+
- 6+
-
Linguistic Competence
-
Test Instrument Language
-
DRT - Diagnostischer Rechtschreibtest (versch. Versionen)
- 3
- 4
-
ELFE - Ein Leseverständnistest für Erst- bis Sechstklässler
-
German Language
-
Reading
- Reading Skills
-
Spelling
-
Vocabulary, active (Lexicology)
- Vocabulary
-
Cross-Domain Cognitive Skills
- nonverbal intelligence
-
Test Instrument Intelligence
-
CFT 20-R - Grundintelligenztest
-
Foreign Language Achievement
-
English Language Achievement
-
Reading Comprehension
- Stumbling words
-
KFT - Kognitiver Fähigkeitstest
- 4-12 R
-
C-Test
- Englisch
-
WRT - Weingartener Grundwortschatz Rechtschreib-Test (versch. Versionen)
- 6+
Data Set Published on
Dec. 1, 2013
Current Version Available Since
Aug. 8, 2016
Survey Period
2006-2012
Sample
Students from grade 3 to 9 (N=2,400 / 3,000);
Teachers (N=155);
Schools (N=82)
Survey Unit
- Parents
- Teachers
- Students
Measured Competencies
School Achievement (Reading, Mathematics, English, Vocabulary), Cognitive Ability
Region
Bavaria, Hesse
Principal Investigators
- Artelt, Prof. Dr. Cordula
- Blossfeld, Prof. Dr. Dr. Hans-Peter
- Faust, Prof. Dr. Gabriele
- Roßbach, Prof. Dr. Hans-Günther
- Weinert, Prof. Dr. Sabine
Data Producers
- Artelt, Prof. Dr. Cordula
Funded by
German Research Foundation (DFG), University Bamberg
Related Studies
- BiKS 3-10 v6: 10.5159/IQB_BIKS_3_10_v6
- BiKSplus 8-18: 10.5159/IQB_BiKSplus_8-18_v1
Suggested Citation
Artelt, C., Blossfeld, H.-P., Faust, G., Roßbach, H.-G., & Weinert, S. (2013). Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vorschul- und Schulalter (BiKS-8-14) [Educational Processes, Competence Development and Selection Decisions in Preschool and School Age (BiKS-8-14)] (Version 2) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BIKS_8_14_v2
Restriction Notice
There are no Länder representative samples.
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Wave 01
Wave 02
Wave 03
Wave 04
Wave 05
Wave 06
Wave 07
Wave 08
Documentation
Here you can find further documentation:
Wave 01
Wave 02
Wave 03
Wave 04
Wave 05
Wave 06
Wave 07
Wave 08
Further information
- https://fis.uni-bamberg.de/handle/uniba/91669
How are the following variables coded in the wave 1 reference data set: ISEI_ZP_W1, ISEI_P_W1, MigHH_W1?
- coding of the variables ISEI_ZP_W1 & ISEI_P_W1: These variables are based on the ISEI scale by Ganzeboom, De Graf & Treiman (1992) with a range of values from 16 to 90. The ISEI (International Socio-Economic Index of Occupational Status) is an internationally comparable index of occupational status taking into account income and educational level. Higher values indicate a higher socio-economic status. You can read more about this scale in the following publication:
Ganzeboom, H. B. G., De Graaf, P. M. & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21(1), 1-56.
- coding of the variable MigHH_W1: This variable indicates the immigration background of the parents or legal guardians and has been coded as follows: 0 = neither target person nor partner born abroad; 1 = either target person or partner born abroad; 2 = target person and partner born abroad; 9 = not specified
Are the performance data in the BiKS 8-14 study also available at individual item level?
In waves 1-3, only the sum scores of the achievement tests are available. In waves 4-8 additional information is also available at item level (coded: correct - incorrect - various missing categories).
Literature
Selected literature is listed here.
