Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects     

Nicole Tieben  Maarten H. J. Wolbers 《Higher Education》2010,60(1):85-100

In the tracked educational system of the Netherlands, students at the end of secondary education have to decide whether they want to enter subsequent post-secondary or tertiary education. Depending on the previous qualification, they have the choice between up to four different options, including not entering further education. We propose, in line with prevalent theoretical approaches, that children from lower socio-economic backgrounds tend to make decisions that do not fully capitalize on their previously obtained qualifications. By means of multinomial logistic regression models we tested the unconditional and conditional effects of family background for entering the different tracks of post-secondary education. In the unconditional analyses we found effects for parental education on making a transition to all types of post-secondary and tertiary education, but the occupational status of the father seems to be only relevant for the transition to lower tier tertiary education. The conditional effects of parental education for making the transition to senior vocational education and university are strong, while the transition to lower tertiary education is not influenced by parental background characteristics. This shows that even with eligibility for the most prestigious tracks, children from lower socio-economic backgrounds tend to make less ambitious educational decisions. We also examined to what extent this inequality changed across time for the cohorts that terminated secondary education between 1932 and 1995. Decreasing effects of parental education indicate that the expansion of secondary education had the positive effect of leading more children from lower social backgrounds into favourable secondary education tracks, especially the intermediate general track. This equalization is carried forward through the entire sequence of educational transitions. The students from advantaged backgrounds nevertheless still profit from the parental resources in access to the most prestigious tertiary education institutions given secondary qualifications. Their head start into the academic track has not been reduced across cohorts.  相似文献   

Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998     

Nicole Tieben  Maarten Wolbers 《British Journal of Sociology of Education》2010,31(3):277-290

In the Netherlands, educational attainment is the result of a sequence of separate educational transitions. Because of the tracked nature of the Dutch educational system, students do not make binary stay‐or‐leave‐decisions at each transition. After having entered one track of secondary education, students can change tracks during the entire secondary course. The initial track and the secondary school outcome therefore are incongruent for a significant proportion of the Dutch students. As social background partly predicts initial track placement, track changes and successful termination of the course, we suggest distinguishing conditional and unconditional effects of family background in the transition to secondary school outcome. This paper complements findings of previous research by taking into account the tracked structure of the Dutch educational system and the entire sequence of transitions in secondary education. For the empirical analysis, repeated cross‐sections from the Family Survey Dutch Population (1992, 1998, 2000 and 2003) are used. Multinomial logistic regressions reveal that inequality in the outcome of secondary education is partly explained by the fact that initial track placement is socially selective and because this initial inequality is even enhanced by track changes during secondary education. The remaining ‘conditional’ effect of parental education, however, indicates that parental education works on top of this selection to prevent drop out. Inequality in secondary school outcome thus is a cumulative result of social background effects in a sequence of educational transitions throughout secondary education. Decreasing inequality over time is entirely explained by decreasing inequality in the transition from primary to secondary education.  相似文献   

The prevalence and risk indicators of symptoms of common mental disorders among current and former Dutch elite athletes     

Vincent Gouttebarge  Ruud Jonkers  Maarten Moen  Evert Verhagen  Paul Wylleman  Gino Kerkhoffs 《Journal of sports sciences》2017,35(21):2148-2156

The aim of the study was to determine the prevalence and comorbidity of symptoms of common mental disorders (distress, anxiety/depression, sleep disturbance, eating disorders, adverse alcohol use) among current and former Dutch elite athletes, and to explore the inference between potential risk indicators (severe injury, surgery, life events, sport career dissatisfaction, social support) and the outcomes measures under investigation. Cross-sectional analyses were conducted on baseline questionnaires from an ongoing prospective cohort study among 203 current and 282 former elite Dutch athletes (response rate: 28% among current athletes and 95% among former athletes). Based on validated scales, an electronic questionnaire was set up and distributed. Prevalence (4-week) ranged from 6% for adverse alcohol use to 45% for anxiety/depression among current elite athletes, and from 18% for distress to 29% for anxiety/depression among former elite athletes. A higher number of past severe injuries, higher number of past surgeries, higher number of recent life events, higher level of career dissatisfaction and lower level of social support were related to the occurrence of symptoms of common mental disorders among both current and former elite athletes. On average, the 4-week prevalence of common mental disorders as shown in our study among current and former Dutch elite athletes were similar to the ones found among athletes from other sports disciplines and does compare with the lifetime prevalence estimates in the general population of the Netherlands.  相似文献   

Explaining international sporting success: An international comparison of elite sport systems and policies in six countries     

Veerle De Bosscher  Paul De Knop  Maarten van Bottenburg  Simon Shibli  Jerry Bingham 《Sport Management Review》2009,12(3):113-136

The aim of this article is to explore the relationship between elite sport policy systems (inputs and throughputs) and success in international competitions (outputs). A conceptual model of the sports policy factors, which lead to international sporting success, was implemented in an empirical environment in a pilot study with six nations. The study has sought to operationalise nine pillars, or key drivers in elite sport systems, into measurable concepts, which can be aggregated into an overall score for each pillar. In addition to a national sport policy questionnaire, athletes, coaches and performance directors were also involved in the collection of qualitative and quantitative data. Although the results are inconclusive, the findings suggest that some pillars could be regarded as possible drivers of an effective system because they were prioritised in the most successful sample nations: financial resources (pillar 1), athletic and post-career support (pillar 5), training facilities (pillar 6) and coach development (partly pillar 7).  相似文献   

The Importance of Length Normalization for XML Retrieval     

Jaap?KampsEmail author  Maarten?de?Rijke  B?rkur?Sigurbj?rnsson 《Information Retrieval》2005,8(4):631-654

XML retrieval is a departure from standard document retrieval in which each individual XML element, ranging from italicized words or phrases to full blown articles, is a retrievable unit. The distribution of XML element lengths is unlike what we usually observe in standard document collections, prompting us to revisit the issue of document length normalization. We perform a comparative analysis of arbitrary elements versus relevant elements, and show the importance of element length as a parameter for XML retrieval. Within the language modeling framework, we investigate a range of techniques that deal with length either directly or indirectly. We observe a length-bias introduced by the amount of smoothing, and show the importance of extreme length bias for XML retrieval. We also show that simply removing shorter elements from the index (by introducing a cut-off value) does not create an appropriate element length normalization. Even after restricting the minimal size of XML elements occurring in the index, the importance of an extreme explicit length bias remains.  相似文献   

A new approach to philosophy of science textbooks     

Franssen  Maarten 《Metascience》2017,26(2):335-339

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Costs and benefits of inter-departmental innovation collaboration   总被引：1，自引：0，他引：1  

Maarten Cuijpers  Katrin Hussinger 《Research Policy》2011,40(4):565-575

Inter-departmental innovation collaboration facilitates innovation performance. At the same time, it has been identified as a source of increased coordination costs. Using organizational information processing theory, this paper builds and tests hypotheses on the costs and benefits of innovation-related collaboration within firms. Based on a sample of 433 German manufacturing firms we show inter-departmental innovation collaboration to increase process innovation performance, but also to produce costs in terms of project delay and project termination. These costs, however, do not affect innovation performance at the firm level. This finding suggests firms to be well able to balance the costs and benefits of inter-departmental collaboration across their innovation project portfolio. Theoretical and managerial implications are discussed.  相似文献   

Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting: The Role of Parents’ Daily Experiences of Need Satisfaction and Need Frustration     

Elien Mabbe  Bart Soenens  Maarten Vansteenkiste  Jolene van der Kaap-Deeder  Athanasios Mouratidis 《Parenting, science and practice》2018,18(2):86-109

Objective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in reported autonomy-supportive and psychologically controlling parenting and examined the role of parents’ need satisfaction and need frustration in accounting for those fluctuations. Design. Mothers (M age = 45) and fathers (M age = 47) of 198 adolescents (M age = 15) participated in a 7-day diary study. Results. Multilevel modeling provided evidence for significant day-to-day variability in both parenting dimensions. Daily fluctuations in need satisfaction were related to daily fluctuations in reported autonomy-supportive parenting and daily fluctuations in need frustration were related to daily fluctuations in reported psychologically controlling parenting. These associations were not moderated by between-parent differences in those parenting dimensions. Conclusions. The findings provide evidence for the role of parents’ own needs-related experiences in their daily display of autonomy-supportive and psychologically controlling parenting.  相似文献   

Explaining effects and side effects of school inspections: a path analysis     

Maarten Penninckx  Jan Vanhoof  Sven De Maeyer  Peter Van Petegem 《School Effectiveness & School Improvement》2016,27(3):333-347

There are large differences between schools with regard to how they are affected by a school inspection. This study provides quantitative evidence about the extent to which perceived effects and side effects of an inspection are related to the inspection’s judgement on the school, to features of the inspection, and to school features. This study draws on quantitative data collected from 2,202 teachers in Flemish primary and secondary schools that had recently been inspected. Using path analysis, it investigates the existence and strength of relationships between the perceived effects and side effects of inspection, on the one hand, and the perceived inspection quality, the perceived school’s policy-making capacities, and the inspection judgement, on the other hand. The analysis reveals that most effects and several side effects are predominantly explained by the perceived inspection quality. Emotional side effects during inspection are best predicted by the school’s policy-making capacities.  相似文献   

Understanding students' errors with Prolog unification     

Maarten W. Van Someren 《Instructional Science》1990,19(4-5):361-376

One of the mechanisms that a student of Prolog must learn to understand and to use is unification. Initially students have only a partial understanding of unification and therefore they are not able to fully understand the execution of a program. This paper shows that a considerable part of the errors that students make can be explained by an impaired version of the correct algorithm. The changes from the correct algorithm to the false algorithms can be justified by a psychologically plausible mechanism.  相似文献