Student Panel (1977-1983)

Peisert, Hansgert (Universität Konstanz); Bargel, Tino E. (Universität Konstanz); Dippelhofer-Stiem, Barbara (Universität Konstanz); Framhein, Gerhild (Universität Konstanz); Lind, Georg (Universität Konstanz) ...(1 more)
The following study deals with the values and attitudes of German students and how these attitudes change throughout their studies. The study is part of a group of parallel studies with students from different European countries coordinated by the "European Coordination Centre...
published 2013-07-10, Version 1.0.0

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Resource Type

Dataset : Numeric



Language of Resource



Student Panel (1977-1983)


Peisert, Hansgert
Bargel, Tino E.
Dippelhofer-Stiem, Barbara
Framhein, Gerhild
Lind, Georg
Sandberger, Johann-Ulrich

Origin Information


Publication Date




A - Data and documents are released for academic research and teaching.


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Forschungsgruppe Hochschulsozialisation, Universität Konstanz


Time Dimension

  • Longitudinal: Panel

Collection Mode

  • Self-administered questionnaire: Paper


  • Abstract

    The following study deals with the values and attitudes of German students and how these attitudes change throughout their studies. The study is part of a group of parallel studies with students from different European countries coordinated by the "European Coordination Centre for Research and Documentation in Social Science“ and conducted between 1977-1984 (s. ZA5052). The current longitudinal study includes two longitudinal strands that particularly illuminate the transition between school and higher education and the transition between higher education and employment. The present study focuses on the communication of interdisciplinary ideas during studies and on the students´ attitudes towards science, university and academics.
  • Table of Contents

    1. Social data: Marital status; housing in the semester. 2.Social and family background: educational status of parents; subject area of parental education; professional position/parents; financing of education. 3. School years: work focus; average grade for ZVS; acquisition of study-relevant skills; participation in school politics. 4.Study/ training: Choice of education: reasons for choice of education; personal benefits of higher education; match of education with personal interests and inclinations, alternative if other education preferred; first degree sought; Expectations of studies: balance of studies/expectations; importance of a good degree; assessment of chances for a good degree; Requirements in studies: general information and assessment; requirements in the subject for students and assessment; requirements and opportunities in the major subject and assessment; assessment of teachers and students; Difficulties in studying: considerations about changing major or leaving the university; concrete personal difficulties; length of the settling-in period; standard period of study; Funding and contact structure: contacts within the university; contacts outside; qualitative assessment of contact persons: Teachers/ fellow students; frequency of contact discussions subject-related/ personal;Learning and working: Time budget; learning autonomy; motivation to learn; work style; confidence in success; attendance of extracurricular courses;Questions on higher education policy: assessment of higher education laws; sources of information on higher education policy; being informed; interest in higher education policy groups; overview of self-administration. 5. Occupational aspects: general and detailed ideas about career choice; time of career choice decision; assessment of career opportunities; importance of university degree for chances of employment; benefits of studies for career; career values. University: perceptions and expectations of university; global characterisation; tasks of university (factual/normative); promotion of qualities and skills through university education. 7. Science and research: purpose of science; tasks of science; ideas about science; demands on science and scientists; dilemmas of the scientist. 8. Academics: ideas about academics; responsibilities of academics; qualities and skills of academics; position of academics. 9. SocietySociopolitical conceptions: characterisation of society; labelling of social differences; evaluation of social differences; reasons for this evaluation (open); stratification in the Federal Republic; division of power in the Federal Republic; possibilities of reducing social differences: own position on this and concretisation (open), possibilities of abolishing social differences; statement on counter-arguments; questions on social differences; factors of social advancement; degree of realisation of social goals; preference of social goals; relationship between social goals; ideology of achievement (normative). 10. Politics: interest in politics; political participation; opportunities for political participation; support for political goals; questions about political location. 11. Ideas about gender roles: Statements about women´s equal rights and equality at work and in society; gender-specific characteristics and their usability. 12. Values and goals: Importance of areas of life; importance of educational goals, scale humanism. 13. Dimensions of the self: Competence awareness; self-characterisation. 14. Personality development (moral judgement) in relation to breaking into a business (story 1) and euthanasia (story 2).


Temporal Coverage

  • 1977 / 1978
  • 1979 / 1980
  • 1981 / 1982
  • 1983 / 1984


Alternative Identifiers

  • ZA5051 (Type: ZA-No.)

Update Metadata: 2022-02-09 | Issue Number: 94 | Registration Date: 2013-07-16