References
- Akademi en der Wissenschaften Schweiz. (2009). Zukunft Bildung Schweiz. Anforderungen an das schweizerische Bildungssystem 2030.
www.akademien-schweiz.ch - Angelone, D., & Ramseier, E. (2012). The Gap Widens. The Effects of Social Background on School Performance Increase in the Course of Primary School Swiss Journal of Sociology, 38(2), 223–244.
- Arrow, K. J. (1994).
The Theory of Discrimination . In D. B. Grusky (Ed.), Social Stratification (pp. 604–606). Westview Press. - Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2007).
Life Span Theory in Developmental Psychology . In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 569–664). John Wiley & Sons. DOI: 10.1002/9780470147658.chpsy0111 - Baumert, J., & Schümer, G. (2002).
Familiäre Lebensverhältnisse, Bildungsbeteiligung und Kompetenzerwerb im nationalen Vergleich . In J. Baumert, C. Artelt, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, K. Tillmann, & M. Weiss (Eds.), PISA 2000 – Die Länder der Bundesrepublik Deutschland im Vergleich (pp. 159–202). Leske + Budrich. DOI: 10.1007/978-3-663-11042-2_6 - Baumert, J., Stanat, P., & Watermann, R. (2006). Schulstruktur und die Entstehung differenzieller Lern- und Entwicklungsmilieus. In J. Baumert, P. Stanat, & R. Watermann (Eds.), Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit (pp. 95–188). DOI: 10.1007/978-3-531-90082-7_4
- Bayard, S. (2018).
Entwicklung der Berufsbildung im Kanton Zürich 2008–2017 . Zürich: Kanton Zürich, Bildungsdirektion, Bildungsplanung. - Becker, G. S. (1957/1971). The Economics of Discrimination. University of Chicago Press.
- Becker, G. S. (1964). Human capital: a theoretical and empirical analysis with special reference to education. Columbia University Press.
- Bernardi, L., Huinink, J., & Settersten, R. A. (2019). The life course cube: A tool for studying lives. Advances in Life Course Research, 41/100258. DOI: 10.1016/j.alcr.2018.11.004
- BFS., & EDK (Eds). (2002). Für das Leben gerüstet? Die Grundkompetenzen der Jugendlichen – Nationaler Bericht der Erhebung PISA 2000. Bundesamt für Statistik und Schweizerische Konferenz der kantonalen Erziehungsdirektoren.
https://edudoc.ch/record/24187/files/1.pdf?version=1 - Blossfeld, H.-P., Buchholz, S., Hofäcker, D., Hofmeister, H., Kurz, K., & Mills, M. (2007). Globalisierung und die Veränderung sozialer Ungleichheiten in modernen Gesellschaften. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 59(4), 667–691. DOI: 10.1007/s11577-007-0082-2
- Blossfeld, H.-P., & Shavit, Y. (1993).
Persisting Barriers. Changes in Educational Opportunities in Thirteen Countries . In Y. Shavit & H.-P. Blossfeld (Eds.), Persistent Inequality: Changing Educational Attainment in Thirteen Countries. (pp. 1–23). Westview-Press. - Boudon, R. (1974). Education, opportunity, and social inequality. changing prospects in Western society. John Wiley & Sons.
- Bourdieu, P. (1977).
Cultural Reproduction and Social Reproduction . In J. Karabel & A. H. Halsey (Eds.), Power and Ideology in Education (pp. 487–511). Oxford University Press. - Bowles, S., & Gintis, H. (2002). Schooling in Capitalist America. Sociology of Education, 75(1), 1–18. DOI: 10.2307/3090251
- Breen, R., & Goldthorpe, J. H. (1997). Explaining educational differentials: Towards a formal rational action theory. Rationality and Society, 9(3), 275–305. DOI: 10.1177/104346397009003002
- Bronfenbrenner, U. (1981). Die Ökologie menschlicher Entwicklung. Klett-Cotta.
- Coleman, J. (1988). Social Capital in the Generation of Human Capital. American Journal of Sociology, 94(Supplement), 95–120. DOI: 10.1086/228943
- Deci, E. L., & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39(2), 223–238.
- Diewald, M., & Mayer, K. U. (2009). The Sociology of the Life Course and Life Span Psychology. Integrated Paradigm or Complementing Pathways? Advances in Life Course Research, 14(1–2), 5–14. DOI: 10.1016/j.alcr.2009.03.001
- Draelants, H., & Ballatore, M. Capital culturel et reproduction scolaire. Un bilan critique//Cultural capital and reproduction in education. A critical review. Revue française de pédagogie, 186, 1–29. DOI: 10.4000/rfp.4430
- Eccles, J. S. (2006).
A motivational perspective on school achievement. Taking responsibility for learning, teaching, and supporting . In R. J. Sternberg (Ed.), Optimizing success in school with the other three Rs: reasoning, resilience, and responsibility (pp. 199–224). information age publishing. - Elder, G. H. J. (1975). Age Differentiation and the Life Course. Anual Review of Sociology, 1, 165–190. DOI: 10.1146/annurev.so.01.080175.001121
- Esser, H. (2004).
Sinn, Kultur und “Rational Choice” . In F. Jaeger & J. Staub (Eds.), Handbuch der Kulturwissenschaften. Bd. 2 Paradigmen und Disziplinen (pp. 243–265). J. B. Metzler. - Filipp, S.-H. (Ed.) (1995). Kritische Lebensereignisse (3. Auflage ed.). Psychologie Verlags Union.
- Glauser, D., & Becker, R. (2016). VET or general education? Effects of regional opportunity structures on educational attainment in German-speaking Switzerland. Empirical Research in Vocational Education and Training, 8. DOI: 10.1186/s40461-016-0033-0
- Gomensoro, A., & Bolzman, C. (2019).
When children of immigrants come of age. A longitudinal perspective on labour market outcomes in Switzerland . TREE Working Paper Series No. 2. Bern: TREE. DOI: 10.7892/boris.131250. - Gomensoro, A., & Meyer, T. (2017). TREE (Transitions from Education to Employment): A Swiss Multi-Cohort Survey. Longitudinal and Life Course Studies, 8(2), 209–224. DOI: 10.14301/llcs.v8i2.424
- Gomensoro, A., & Meyer, T. (2021).
TREE2 Results: The First Two Years . Bern: TREE. DOI: 10.48350/160406. - Gottfredson, L. S. (1981). Circumscription and Compromise: A Developmental Theory of Occupational Aspirations. Journal of Counseling Psychology Monograph, 28(6), 545–579. DOI: 10.1037/0022-0167.28.6.545
- Greve, W. (2000). Psychologie des Selbst. Psychologie Verlags Union.
- Gronning, M., & Kriesi, I. (2022). Skill Endowment Through Vocational Education and Training Programmes and Early Career Mobility. Social Inclusion, 10(4). DOI: 10.17645/si.v10i4.5786
- Hascher, T. (2004). Wohlbefinden in der Schule. Waxmann.
- Havighurst, R. J. (1972 [1948]). Developmental Tasks and Education. (Vol. 2). Longman.
- Heinz, W. R. (1984). Der Übergang von der Schule in den Beruf als Selbstsozialisation. Universität Bremen.
- Hupka-Brunner, S., Krebs-Oesch, D., Sacchi, S., Meyer, T., & Jann, B. (2022).
The TREE Multi-Cohort Panel Study: Theoretical Framework . Bern: TREE. DOI: 10.48350/170576. - Hupka-Brunner, S., Meyer, T., Sacchi, S., Jann, B., Krebs-Oesch, D., Müller, B., … Wilhelmi, B. (2023).
TREE2 Study Design . Update 2023. Bern: TREE. DOI: 10.48350/175367 - Keller, A. C., Meier, L. L., Elfering, A., & Semmer, N. K. (2019). Please wait until I am done! Longitudinal effects of work interruptions on employee well-being. Work & Stress. DOI: 10.1080/02678373.2019.1579266
- Murdoch, J., Guégnard, C., Koomen, M., Imdorf, C., Kamanzi, C., & Meyer, T. (2017). Pathways fostering mobility to higher education for vulnerable immigrants in France, Switzerland and Canada. European Journal of Higher Education, 7, 29–42. DOI: 10.1080/21568235.2017.1254918
- Nikolai, R., & Ebner, C. (2011).
The Link between Vocational Training and Higher Education in Switzerland, Austria, and Germany . In M. R. Busemeyer & C. Trampusch (Eds.), The Political Economy of Collective Skill Formation (pp. 234–258). Oxford University Press. DOI: 10.1093/acprof:oso/9780199599431.003.0009 - OECD. (Ed.) (2000). From Initial Education to Working Life. Making Transitions Work.
- OECD. (2006). Assessing Scientific, Reading and Mathematical Literacy A Framework for PISA 2006.
- OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy: OECD. DOI:
http:/doi.org/10.1787/9789264190511-en - OECD. (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World. OECD.
https://www.oecd-ilibrary.org/education/21st-century-readers_a83d84cb-en - OECD., & HRD Canada. (Eds.) (1997). Literacy Skills for the knowledge society. OECD; Human Resources Development, Canada.
- Oesch, D. (2017). Potenzielle und realisierte Durchlässigkeit in gegliederten Bildungssystemen: Eine lokalstrukturelle Übertrittsanalyse in zwei Schulsystemen. Springer. DOI: 10.1007/978-3-658-17397-5
- Renaud, A., Ramseier, E., & Zahner, C. (2000).
PISA 2000: Sampling in Switzerland . General Information and Design. - Rudin, M., & Müller, C. (2013). „Kann es sein, dass ich das Beginndatum falsch erfasst habe?“ Reactive Dependent Interviewing bei der Erhebung von Ausbildungs- und Erwerbsverläufen junger Erwachsener. methoden, daten, analysen, 7(3), 433–463. DOI: 10.12758/mda.2013.020
- Ryan, P. (2001). The School-to-Work Transition: A Cross-National Perspective. Journal of Economic Literature, XXXIX(1), 34–92. DOI: 10.1257/jel.39.1.34
- Ryan, P. (2004).
The School-to- Work Transition . Problems and Indicators. In A.-N. Perret-Clermont, C. Pontocorvo, L. B. Resnick, T. Zittoun, & B. Burge (Eds.), Joining Society. Social Interaction and Learning in Adolescence and Youth (pp. 286–299). Cambridge University Press. DOI: 10.1017/CBO9780511616341.022 - Sacchi, S. (2011a).
Construction of TREE Panel Weights . Documentation for the panel waves from 2000 to 2010. Bern/Zürich: TREE & cue sozialforschung.https://boris.unibe.ch/131036/ - Sacchi, S. (2011b).
TREE-Längsschnittgewichtung: Konstruktion und Anwendung . Dokumentation zu den acht Erhebungswellen 2000 bis 2010. Bern/Zürich: TREE & cue sozialforschung.https://boris.unibe.ch/131037/ - Sacchi, S. (2023).
Longitudinal Weights for the 2nd TREE-Cohort (TREE2) . Construction and Application. Bern: TREE.https://boris.unibe.ch/id/eprint/176648 - Samuel, R., Bergman, M. M., & Hupka-Brunner, S. (2013). The Interplay between Educational Achievement, Occupational Success, and Well-Being. Social Indicators Research, 111, 75–96. DOI: 10.1007/s11205-011-9984-5
- Scharenberg, K., Hupka-Brunner, S., Meyer, T., & Bergman, M. M. (Eds.). (2016). Transitionen im Jugend- und jungen Erwachsenenalter: Ergebnisse der Schweizer Längsschnittstudie TREE//Transitions in Youth and Young Adulthood: Results from the Swiss TREE Panel Study//Transitions des adolescents et des jeunes adultes en Suisse: Résultats de l’étude longitudinale TREE (Vol. 2). Seismo.
https://www.seismoverlag.ch/site/assets/files/6277/oa_9783037771570.pdf - Schoon, I., & Silbereisen, R. K. (2009).
Conceptualising School-to-Work Transition in Context . In I. Schoon & R. K. Silbereisen (Eds.), Transitions from School to Work. Globalization, Individualization, and Patterns of Diversity. University Press. DOI: 10.1017/CBO9780511605369.001 - Semmer, N. K. (1997).
Stress . In H. Luczak & W. Volper (Eds.), Handbuch Arbeitswissenschaft (pp. 332–340). Schäffer-Poeschel. - Silbereisen, R. K., Pinquart, M., Reitzle, M., Tomasik, M. J., Fabel, K., & Grümer, S. (2006). Psychosocial Resources and Coping with Social Change (SFB Mitteilungen, Issue.
- Spence, M. (1973). Job Market Signalling. Quarterly Journal of Economics, 87, 355–379. DOI: 10.2307/1882010
- Stocké, V., Blossfeld, H.-P., Hoenig, K., & Sixt, M. (2011). Social inequality and educational decisions in the life course. Zeitschrift für Erziehungswissenschaft, 14(2), 103–119. DOI: 10.1007/s11618-011-0193-4
- Terrin, É., & Triventi, M. (2022). The Effect of School Tracking on Student Achievement and Inequality: A Meta-Analysis. Review of Educational Research, 003465432211008. DOI: 10.3102/00346543221100850
- Tomasik, M. J., Oostlander, J., & Moser, U. (2018).
Von der Schule in den Beruf. Wege und Umwege in der nachobligatorischen Ausbildung . Zürich: Bildungsdirektion Kanton Zürich. - TREE. (Ed.) (2016a). Concepts and Scales. Survey waves 1 to 9, 2001–2015. TREE.
https://boris.unibe.ch/125816/ - TREE. (Ed.) (2016b). Concepts et Echelles. Volets d‘enquête 1 à 9, 2001–2015. TREE.
https://boris.unibe.ch/125816/ - TREE. (Ed.) (2016c). Documentation de la 1ère cohorte de TREE (TREE1). 2000–2016. TREE.
https://boris.unibe.ch/99243/ - TREE. (Ed.) (2016d). Documentation on the first TREE cohort (TREE1), 2000–2016. TREE.
https://boris.unibe.ch/99243/ - TREE. (Ed.) (2016e). Dokumentation zur 1. TREE-Kohorte (TREE1), 2000–2016. TREE.
https://boris.unibe.ch/99243/ - TREE. (Ed.) (2016f). Konzepte und Skalen. Befragungswellen 1 bis 9, 2001–2014. TREE.
https://boris.unibe.ch/125816/ - TREE. (2019). TREE: TRansitions from Education to Employment, Cohort 1 – 2000–2014 [Dataset] FORS (Swiss Centre for Expertise in the Social Sciences). DOI: 10.23662/FORS-DS-816-7
- TREE. (2023). Transitions from Education to Employment, Cohort 2 (TREE2), panel waves 0–3 (2016–2019) (2.0.0) [Dataset] FORS Data Service. DOI: 10.48573/kz0d-8p12
- Tschopp, C., Keller, A. C., & Stalder, B. E. (2015). Work or family or both? Value trajectories and their prediction over ten years. Journal of Adolescence, 42. DOI: 10.1016/j.adolescence.2015.03.013
- Ulich, K. (1991).
Schulische Sozialisation . In K. Hurrelmann & D. Ulich (Eds.), Neues Handbuch der Sozialisationsforschung (4 ed., pp. 378–396). Beltz. - Verner, M., & Helbling, L. (2019).
Sampling ÜGK 2016: Technischer Bericht zu Stichprobendesign, Gewichtung und Varianzschätzung bei der Überprüfung des Erreichens der Grundkompetenzen 2016 . Zürich: Institut für Bildungsevaluation, Universität Zürich. - von Rotz, C., Koomen, M., Trommer, M., & Scheller, P. (2023). Inkonsistenzen in längsschnittlichen Episodendaten. In I. Bechert & et al. (Eds.), Plausibilisierung: Eine Handreichung zum Umgang mit inkonsistenten Daten in den Sozialwissenschaften. Bausteine Forschungsdatenmanagement. Empfehlungen und Erfahrungsberichte für die Praxis von ForschungsdatenmanagerInnen Nr. 1/2023 (pp. 64–81). DOI: 10.17192/bfdm.2023.1.8413
- Wild, E. (2001). Familiale und schulische Bedingungen der Lernmotivation von Schülern. Zeitschrift für Pädagogik, 47(4), 481–499.
- Winkler-Wagner, R. (2010). Cultural Capital: The Promises and Pitfalls in Education Research. ASHE Higher Education Report, 1–144. DOI: 10.1002/aehe.3601