GESIS - DBK - ZA6254

ZA6254: The role of school-related social networks for school leaving examination and career choice in a social and ethnical heterogenous group of pupils

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Bibliographic Citation

Citation Citation    Windzio, Michael; Fornahl, Dirk (2016): The role of school-related social networks for school leaving examination and career choice in a social and ethnical heterogenous group of pupils. GESIS Data Archive, Cologne. ZA6254 Data file Version 1.0.0,
Study No.ZA6254
TitleThe role of school-related social networks for school leaving examination and career choice in a social and ethnical heterogenous group of pupils
Current Version1.0.0, 2016-3-3,
Date of Collection09.10.2012 - 24.04.2014
Principal Investigator/ Authoring Entity, Institution
  • Windzio, Michael - Institut für empirische und angewandte Soziologie (EMPAS); Universität Bremen
  • Fornahl, Dirk - Zentrum für Regional- und Innovationsökonomik (CRIE); Universität Bremen
Contributor, Institution, Role
  • GESIS - Distributor
  • GESIS - HostingInstitution


AbstractTopics: I) Leisure time and social network: Composition of the social network of schoolmates; membership and frequency of activities in associations and other organizations; type and frequency of different leisure activities; playing a musical instrument; age at the beginning of learning the instrument. II) Personality: Impulsivity; Big-Five-Personality traits (neuroticism, extraversion, conscientiousness, openness, agreeableness); current and past exercise of: free tutoring, work as class representative or school representative, administrative bodies (e.g. in associations), activity as a coach, work in a side job, assistance for school magazine or school homepage. III) Family life and domestic situation: Cohabitation with biological parents, single parents, other relatives, foster parents or living in orphanage; owning a room; number of rooms in house or apartment; property status of the parents’ house or apartment; receipt of financial support of the government (e.g. student BAföG); receipt of social welfare or ALG II; age at following events: moving out from home, separation of biological parents, divorce of biological parents, death of the biological father, death of the biological mother, death of another important person, first time receiving private tutoring, repeating a grade; constant smoking of father/mother; visiting a museum, an art, an opera, a ballet, a classical concert, a theater in the last 12 months; owning classical literature; owning art; number of books in household; holiday stays of two weeks in the last three years; educational style of the parents until the age of twelve. IV) Schooling and occupation of parents: Highest graduation of parents; parents’ studies at a university or college; occupational status of parents (fulltime, halftime, mini-job, unemployed or others); ownership of an own car; number of cars of parents; occurrence of certain events within the family in the last 12 months: discussions about books/movies/TV-Shows, discussions about political or social topics, loud dispute between parents, use of physical violence between parents, discussion of personal topics with parents; frequency of specific behavior of mother/father in front of interviewee within the last 12 months (praise, use of violence, consolation, etc.). V) Neighborhood: Of German origin or migrant composition of own neighborhood; number of friends, whose homes can be reached within a 15 minute walk; number of friends spending time with out of school; opinion on own neighborhood (people help each other; they have nothing in common; you can trust them; there are frequent conflicts etc.); neighbors would intervene if: children and adolescents would cut school and hang around at the street corner, spray illegal graffiti to walls of buildings, treat adults in a disrespectful way, if dogs would contaminate the streets. VI) School performance and quality of teachers: Attended special subjects; grades and gender of teacher for the subjects German, mathematics, sport and history; opinion on own school (contact between teacher and pupils; violence in school; fair grading etc.); evaluation of own behavior within schooling context (problems with learning; nervousness in lessons; constant management of homework, etc.); participation in tutoring. VII) Study program and opportunities on the labor market: Estimation of the chances to get a good/safe job, of the amount of income and the interest for content of different courses (lectureship; law/economics/business administration; natural sciences/medicines/engineering; social-/behavioral science; humanities) and vocational education (craftsmanship; business management training; social jobs/medical and nursing jobs); educational desire; occupational desire; planned stay abroad after school finish; number of years in Kindergarten and share of children with German origin; age at primary school enrollment; change of school after finish elementary school. VIII) School cutting; violence and problems in school: Age at first school cutting; frequency of school cutting; frequency of encumbering, problematic situations in school (experienced violence of schoolmates, insults, teasing by other pupils, unfair treatments of teachers etc.); frequency of own problematic behavior towards schoolmates or teachers (physical or psychological violence); evaluation of own behavior from the parental perspective (reaction if own daughter would come home late; behavior in front of the son if he would be insulted by other pupils etc.). IX) Religion and Belief: Own and parental membership in a religious community; frequency of praying and visiting a church within the last 12 months; personal importance of religion. X) Alcohol and drug consumption: Frequency of consumption and age of the first consumption of: beer/wine/sparkling wine/snaps or alcopops/cigarettes/ecstasy or speed; number of smoked cigarettes per day; frequency of alcohol consumption (more than 4 glasses) within the last 30 days. XI) Attitude towards migrants/personal and parental values: Share of local Germans in specific social groups (neighborhood, friends, party guests, pupils of the former elementary school); parents attitude towards: school achievements, partner choice, people with migration background or other religions, gender roles; share of local Germans among parents’ friends; gender, age, educational level and origin of the closest friends; knowing among the closest friends; satisfaction with: the life in general, reached educational achievements, friendships, financial opportunities; importance of: respecting law and order, helping social disadvantaged people and marginalized groups, being diligent and ambitious, enjoying life to the fullest, being religious, having a high standard of living, being environmentally friendly under all circumstances, sticking to religious rules, having power and influence; comfortableness with members of specific groups as neighbors: Italians, Russians, Turks, Germans, Jews, dark-skinned Africans, Swedes. XII) Own and parental origin: Country of birth (own, mother, father); citizenship (own, mother, father); number of years living in Germany (classed) (father, mother); age at arrival in Germany; style of entry into Germany (resettler, foreign worker, refugee, asylum seeker, student, etc.); subjective self-awareness of the own nationality (‘How do you perceive yourself? As German, Turkish, Russian, etc.’); perception of the nationality of others who know nothing about the own origin; own or parental Kurdish origin; biological parents visiting a German school; assessment of the level of parental German language skills; own and most time used language in the family (communication with parents, communication between parents, language of TV-Shows, communication in peer group, language of newspapers/magazines); own and parental attitude towards Germany as home; keeping traditions of the own country of origin, support of a German partner, parental influence in choosing a peer group. Demography: age; gender; number of siblings (within and outside of household)
Categories Categories
  • Education, School Systems
Topics Topics
  • 3.7 Compulsory and pre-school education
  • 13 Social stratification and groupings


Geographic Coverage
  • Bremen (DE-HB)
  • Hamburg (DE-HH)
  • Lower Saxony (DE-NI)
UniverseHigh school graduates of 2013 and 2014
Analysis Unit Analysis Unit
  • Individual
Sampling Procedure Sampling Procedure
  • Non-probability: Purposive
Non-probability Sample: Purposive Sample
Mode of Collection Mode of Collection
  • Self-administered questionnaire: Paper
  • Telephone interview: Computer-assisted (CATI)
Self-administered questionnaire: Paper (main survey) Telephone interview: CATI (post survey)
Time Method Time Method
  • Longitudinal: Panel
Kind of Data Kind of Data
  • Numeric
Data CollectorUniversität Bremen
Date of Collection
  • 09.10.2012 - 14.02.2013
  • 13.12.2013 - 24.04.2014

Errata & Versions

VersionDate, Name, DOI
1.0.0 (current version)2016-3-3 first archive edition
Errata in current version
Version changes

Further Remarks

Number of Units: 1417 (Wave 1) 1616 (Wave 2)
Number of Variables: 662 (Wave 1) 686 (Wave 2)
Analysis System(s): SPSS, Stata


Relevant full texts
from SSOAR (automatically assigned)


  •  Studies of ´Verbund Forschungsdaten Bildung´
    The main function of the ´Verbund Forschungsdaten Bildung´ (an association for educational research data) is to catalog and to save research data and instruments of empirical educational research and to make it accessible via a central platform pooling the range of relevant datasets of the individual data centers. Its members are the three institutes DIPF, IQB and GESIS who were engaged by the Federal Ministry of Education and Research (BMBF). Within the association, GESIS is responsible for the quantitative survey and aggregate data of empirical educational research.