The BiKS-Study on “Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age”: General Outline of Research Questions and Design of the BiKS-3-18 and the BiKS-8-18 Studies-Reference-Cited by-同舟云学术

The BiKS-Study on “Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age”: General Outline of Research Questions and Design of the BiKS-3-18 and the BiKS-8-18 Studies

Published:2024 Issue: Volume: Page:1-19
ISSN:2512-0778
Container-title:Edition ZfE
language:en
Short-container-title:

Author:

von Maurice Jutta,Weinert Sabine,Blossfeld Hans-Peter,Artelt Cordula,Rossbach Hans-Günther

Abstract

AbstractBiKS is an interdisciplinary longitudinal large-scale study on educational processes, competence development, and the formation of educational decisions. It consists of two panel studies: BiKS-3-18 started in September 2005 with 547 children at age 3 and followed these children till age 18 with 13 panel waves. BiKS-8-18 started in March 2006 with 2,395 students in grade 3 and followed them till age 18 with 11 panel waves. Both samples were drawn in selected cities and regions in Bavaria and Hesse (Germany) following a multi-step sampling procedure. Besides individual development of competencies, school-relevant attitudes, and educational decisions, special attention is given to the family, preschool, and school as important learning environments. The instrumentation follows a multi-informant perspective where possible and includes standardized competence tests, questionnaires, and observational methods. Moreover, some subsamples are studied with in-depth qualitative methods. Data are documented and available to the scientific community free of charge. This chapter provides a general introduction to the interdisciplinary research unit BiKS and its main aims. Moreover, it presents an overview of the two longitudinal BiKS studies BiKS-3-18 and BiKS-8-18.

Publisher

Springer Fachmedien Wiesbaden

Link

https://link.springer.com/content/pdf/10.1007/978-3-658-43414-4_1

Reference23 articles.

1. Artelt, C., Blossfeld, H.-P., Faust, G., Rossbach, H.-G., & Weinert, S. (2013). Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vorschul- und Schulalter (BiKS-8-14) (Version 2). IQB—Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BIKS_8_14_v2

2. Baltes, P. B. (1990). Entwicklungspsychologie der Lebensspanne. Theoretische Leitsätze. Psychologische Rundschau, 41, 1−24.

3. Baltes, P. B., Reese, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65−110. https://psycnet.apa.org/doi.org/10.1146/annurev.ps.31.020180.000433

4. Blossfeld, H.-P. (2009). Comparative life course research: A cross-national and longitudinal perspective. In G. H. Elder, Jr. & J. Z. Giele (Eds.), The craft of life course research (pp. 280−306). The Guilford Press.

5. Blossfeld, H.-P., & Nester, M. (2024). Differential school trajectories and educational decisions of migrants in Germany—descriptive results and theoretical explanations. In S. Weinert, H.-G. Rossbach, J. von Maurice, H.-P. Blossfeld & C. Artelt (Eds.), Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Springer.