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Explaining students’ educational expectations

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The transition at the end of compulsory full-time education

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Abstract

The previous sections showed that the variables that were introduced to capture effects of social and ethnic origin, the formal entry requirements for students’ future career aspirations and social-psychological variables significantly contribute to the explanation of the variation in students’ educational aspirations. Also, the analysis above points to a significantly higher background-adjusted probability of students with a migration background, and specifically of migrants from families with both parents born abroad, to plan to complete the highest level of general education compared to their native peers.

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Authors and Affiliations

  1. Universität Hamburg, Hamburg, Deutschland

    Marina Trebbels

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  1. Marina Trebbels
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Correspondence to Marina Trebbels .

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Trebbels, M. (2015). Explaining students’ educational expectations. In: The transition at the end of compulsory full-time education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-06241-5_10

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  • DOI: https://doi.org/10.1007/978-3-658-06241-5_10

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  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-06240-8

  • Online ISBN: 978-3-658-06241-5

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