The Long-Term Effects of Students' Economic Competencies on the Transition from School to University in the International Context

Autor/inn/en	Jüttler, Michael; Schumann, Stephan
Titel	The Long-Term Effects of Students' Economic Competencies on the Transition from School to University in the International Context
Quelle	In: Research in Comparative and International Education, 17 (2022) 2, S.196-224 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jüttler, Michael) ORCID (Schumann, Stephan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221086191
Schlagwörter	Economics Education; Secondary School Students; Knowledge Level; Longitudinal Studies; Foreign Countries; Comparative Education; Futures (of Society); Relevance (Education); Higher Education; Likert Scales; Learning Motivation; Academic Achievement; Track System (Education); College Preparation; Access to Education; Grade Point Average; Switzerland; United States; Germany; Japan + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Sekundarschüler; Wissensbasis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Vergleichende Erziehungswissenschaft; Future; Society; Zukunft; Relevance; Relevanz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Likert-Skala; Motivation for studies; Lernmotivation; Schulleistung; Leistungsgruppe; Leistungsdifferenzierung; Education; Access; Bildung; Zugang; Bildungszugang; Schweiz; USA; Deutschland
Abstract	Because of the high social relevance of an economics education, many countries now focus on the enhancement of economic competencies in schools. International results show strong deficits in basic economic knowledge, especially for students in upper secondary education, who usually enter higher education. Furthermore, it is not clear what effects these competencies have on subsequent transitions, which is primarily due to a lack of longitudinal studies. Against this background, this article systematically embeds findings from a Swiss longitudinal study in the international context. Thereby, Switzerland is systematically compared with other countries that also provide substantial research on economic education (e.g., the U.S. and Japan). Lessons learned from the Swiss case will be discussed from an international perspective, and implications for future international research will be derived. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01