论文标题
学校的改革会塑造大学的研究行为吗？指导时间改革的证据
Do school reforms shape study behavior at university? Evidence from an instructional time reform
论文作者
论文摘要
早期生活环境可能会产生长期的发展效果。有趣的是，关于学校改革如何影响后期研究行为的研究几乎没有采用这一观点。因此，我们调查了一项交错的学校改革，该改革减少了大多数德国联邦州的中学生的学年数量，并增加了每周的教学时间。我们使用代表性的大规模调查数据在1998年至2016年间就读大学的71,426名学生中分析了这一准实验框架。我们发现，改革曝光对上课时间和自学课程的时间以及在学校完成之间的较大时间差距和高等教育入学之间的较大时间。我们的结果支持这样一种观点，即研究应研究学校改革对个人生活课程的长期影响。
Early-life environments can have long-lasting developmental effects. Interestingly, research on how school reforms affect later-life study behavior has hardly adopted this perspective. Therefore, we investigated a staggered school reform that reduced the number of school years and increased weekly instructional time for secondary school students in most German federal states. We analyzed this quasi-experiment in a difference-in-differences framework using representative large-scale survey data on 71,426 students who attended university between 1998 and 2016. We found negative effects of reform exposure on hours spent attending classes and on self-study, and a larger time gap between school completion and higher education entry. Our results support the view that research should examine unintended long-term effects of school reforms on individual life courses.
