Crime in the Modern City. A Longitudinal Study of Juvenile Delinquency in Münster - Panel Study in 4 Waves (2000 - 2003)

Resource Type
Dataset : Survey and aggregate data
  • Boers, Klaus (Institut für Kriminalwissenschaften, Westfälische Wilhelms-Universität, Münster)
  • Reinecke, Jost (Fachbereich IV, Abteilung Soziologie, Universität Trier)
Publication Date
  • Institut für Kriminalwissenschaften, Westfälische Wilhelms-Universität, Münster (Data Collector)
  • ZA:
    • Legal system, Legislation, Law
    • Person, Personality, Role
  • CESSDA Topic Classification:
    • Social behaviour and attitudes
    • Crime
  • Abstract

    Victimisation, self-reported delinquency, educational styles, conflict behaviour, attitudes towards crime, lifestyles, leisure and consumption styles. Topics: Future perspective; hours per week for jobbing; no job; group of friends: clique affiliation; frequency of contact with this clique; composition of the clique according to gender and nationality; leisure activities and attitudes of the group of friends (joint visits to pubs, discos, concerts, hostile groups, feeling of acceptance only within the group, use of violence to assert interests, joint theatre, music or newspaper, brawls with other groups, learning for school, respect for other people, hanging out, drinking alcohol, doing something forbidden for fun); attitude towards foreigners (scale). Leisure activities and lifestyles: preference for certain youth groups such as rappers or no preferred group; musical taste: preferred musical style or no preferred musical style; favourite band or musician or no favourite band; leisure styles: television consumption or video consumption per day; no television or video consumption per day. Video consumption; favourite programmes (film genre); favourite film; reading time per day (books and magazines); favourite book; favourite magazines; do not read books or magazines; preferred clothing or brands; clothing unimportant; preferred store for clothing; playing time computer and console; favourite games; play neither computer nor console; other leisure activities. Lifestyles: Lifestyles (urge for new experiences, leisure time more important than school, no dirty work for others, fun and consumption, doing what one feels like doing, somehow one always gets along, education no longer secures professional future, religious ideas play no role, art and culture, jobbing, opportunities for prosperity, achieving one´s life goal through fulfilling one´s duties, political and social self-realization at work, not bringing problems in the family to the outside world, no matter what, own circle of friends of both partners in a relationship, no debts at school, stand fully behind the state, good grades unimportant, exciting life instead of security, leaving society, dissatisfaction due to limited financial possibilities, willingness to restrictions, not working with enough money, relying on one´s own ability, work no more than earning money, enjoying and living pleasantly, throwing everything away and running away, having fun with computers and other modern devices, shopping without thinking about financial possibilities, technical progress destroys life, no matter whether others like me, money alone does not make you happy, great personal significance of old values, live here and now, woman finds fulfillment in the family, lazy and work-shy talk about pressure to perform, new technologies use when used correctly, political commitment against oppression and exploitation, old virtues discipline and sense of duty an atrocity, greater say for workers and trade unions, social advancement through effort, besides, if someone does everything, technical progress makes life beautiful, bring in own ideas in school, constantly learn more, family honor, etc.). Attitude towards crime: Fear of crime in certain situations: feeling of security in the dark in the neighbourhood with regard to various forms of crime (road traffic injuries, mobbing by other young people, beatings, breaking into the house or flat, robbery and assault, killing, sexual harassment or assault and rape); fear of crime in certain places: feeling of security in different places and at different times (e.g. school routes, bus stops, during the day or at different times). after dark on the bus, etc.); personal precautions to protect against crime (having adults bring them to school, weapons, not taking the bus or train at certain times, tear gas or gas gun, avoiding certain streets, squares or parks, avoiding certain people, leaving money or valuable things at home, skipping school due to threats, avoiding certain parts of town, staying at home, mobile phone for help). Victimisation: personally experienced victimisation in the last five years or in the last 12 months; frequency of victimisation since January 1999 (2000/2001/2002) (victim incidence); information on the respective form of crime (robbery, bodily injury with or without a victim). without weapon, sexual harassment); frequency of reporting the respective offence; information on the respective crime scene (at home, at school, elsewhere in the city, not in Münster) and the perpetrators (family member or relative, acquaintances, friends, classmates, other perpetrators, individual perpetrators or group of perpetrators, sex and nationality of the perpetrator or perpetrators). Deviance and delinquency: self-reported delinquency: ever graffiti; age at first graffiti; graffiti in the last 12 months; frequency of graffiti since January 1999 (2000/2001/2002) (offender incidence); graffiti alone or in a group; crime scene in Münster the last time; number of offences of which one teacher or other offender was responsible for; number of offences of which one teacher or other offender was responsible. the police have knowledge; teachers or police do not know of any of the acts; reporters to the police last time; corresponding queries for other forms of crime (damage to property, cracking of vending machines or coin telephones, shoplifting, bicycle theft, theft of a motor vehicle, breaking and entering of a motor vehicle, burglary, receiving stolen goods, bodily injury with or without the police) without weapons, drug use, drug trafficking); additional information on the person concerned (sex; nationality, age, schoolmates) for handbag theft, robbery, burglary (from wave 2: type of building) and other thefts; drug use: additional information on the age of entry, the type of drugs consumed, the reason for drug use and the dealer (sex, nationality, age, schoolmates); drug trafficking (deals): additional information on the type of drugs sold and the reason for drug trafficking. Alcohol consumption: age of respondent when first drunk; frequency of excessive alcohol consumption; reason for excessive alcohol consumption; alcohol consumption predominantly alone or in a group. Drug consumption: type of medication consumed; age at first drug consumption; frequency of consumption; reason for drug consumption; drug consumption predominantly alone or in a group. Further acts from wave 3: scratching, hacking of a foreign computer system, pirated copies, Internet mailings; awareness of injustice for any self-reported delinquency. Shoplifting: in wave 1: additional information about the stolen goods; from wave 3: additional information about the value of the stolen goods and the consequences of the shoplifting related to the last offence (was not caught, was admonished, parents were notified, house ban, penalty / handling fee, complaint). Shoplifting settings (from wave 2): attitude to the subject of shoplifting; personal reasons for shoplifting (e.g. kick, sense of achievement, test of courage, etc.); reasons against shoplifting (e.g. house detective, video cameras, guilty conscience, etc.).); suspected attitude of parents, friends, teachers and classmates to shoplifting; importance of the opinion of the aforementioned persons on the subject of shoplifting; assessment of the probability of not being caught in shoplifting (general and personal); probability of shoplifting in the next 12 months. Attitudes towards violence: willingness to engage in various criminal activities; hypothetical willingness to use violence: attitude towards violence (scale); self-characterisation of problem-solving behaviour. Culture of conflict, conflict behaviour: Conflict behaviour in disputes with other young people (e.g. empathy, avoidance of provocation, involvement of adults, freaking out, etc.); conflict behaviour in disputes between classmates (keeping out, talking with others, requesting to stop, going alone or with others in between, informing teachers). Social environment: frequency of contact with father/ stepfather, mother/ stepmother, steady boyfriend/ girlfriend, siblings, grandpa/ grandma, other relatives, friends, acquaintances, neighbours, clique, schoolfellows, association, political/communicative ecclesiastical group (from wave 3: boyfriend/girlfriend, family, sports club, music, theatre, art and hobby groups, ecclesiastical/religious youth groups, helping groups (e.g. DLRG, fire brigade), political/social groups (e.g. political parties, Greenpeace) as well as international/cultural groups). Growing up: person(s) with whom the interviewee has predominantly grown up (or in a home or elsewhere); care at home: carers in the afternoon after school; parenting styles at home (praise, hug, calm, explain mistakes, stay longer as a reward, support for anger with others, gifts as a reward, consolation, dissatisfaction with school performance, dispute over upbringing, ban on television, house arrest or elsewhere). Shortening pocket money as punishment, cursing, deprivation of communication as punishment, thrown with object, hard grappling or pushing, slap in the face, blows with object, beating or beating up, blows with fist or kicks, choking, bodily injury with weapon, from wave 3 on additionally: worrying or not worried, indifference, can do what I want, behaviour is always wrong, education sometimes so, sometimes different). Residential environment: district; problems in the district (run-down, empty buildings, garbage and bulky refuse, drunks, drug addicts, destroyed telephone booths, etc., sprayed house walls, young people threatening others, etc., too many foreigners / asylum seekers, undisciplined motorists, noisy neighbors, bored young people, loud arguments between adults). Evaluation of the district with regard to meeting points for young people, opportunities to do something, leisure activities, leisure homes and discotheques firmly in the hands of certain groups or gangs, too few social workers); agreement with selected arguments against crime (e.g. risk of seizure, one simply does not do it, etc.); evaluation of police work in Münster (school grade); demand for selected police measures for the safety of citizens (e.g. motorised patrols, etc.). School: attitude towards school and characterisation of school, class and teachers; expulsion from school: Experience with various disciplinary measures taken by the school management (written reprimand, transfer to another class, exclusion from lessons, threat of expulsion from school, expulsion from school); time of measures (class level); average grade (wave 1 only: in selected subjects) in the last report; class repeated (wave 1 only); frequency of skipping school in the last half of school year; wave 1 only: accompaniment on the way to school and means of transport used for the way to school (on foot, bicycle, school bus, public transport, moped, car); school offers Activities, projects or working groups offered by the school (student sponsorships, class discussions, self-assertion training, seminar on the subject of behaviour in threatening situations, drug seminar outside the school, seminars on the subjects of social competence and sexuality, design options for classrooms or schoolyards (school living space), remedial courses, class discussions on crime, drugs and alcohol with a teacher or a teacher of the school). with a policeman, training as a dispute mediator, talks about the relationship between Germans and non-Germans, student exchange, several-day class trips, afternoon care, homework help, additional sports activities, German courses for foreigners, other group, e.g. Music, theatre, natural sciences); participation in these offers of the school; evaluation of the offers; evaluation of the aforementioned offers as prevention suggestions for the life in the school, starting from wave 2: Participation right of the pupils, smaller schools and classes, no instruction loss, more switching of specialized knowledge); participation in these offers; data to the school: since when at this school, class, school form, class. In wave 3, additional questions were asked: self-assessment of risk appetite with regard to health and legal and financial matters; willingness to take various risky actions (e.g. S-Bahn surfing, throwing stones at moving cars, bungee jumping, etc.). In waves 3 and 4, the following additional questions were asked: Sport: Sport outside school sport; Sport frequency; Main sports; Exercising the main sport in a sports club, circle of friends, fitness studio or alone; Attitudes: Self-characterization (accept other opinions, take advantage of someone, don´t hesitate to help someone in need, keep promises, don´t return borrowed things, only help because of expected return service); problems of young people (e.g. with school performance requirements, teachers, parents, friends, police, future perspectives, etc.)); self-characterization with regard to problem-solving competence; self-characterization (soft-hearted, respectful, thorough, sensitive, objective, defend one´s own opinion, sensitive, fearless, adept, cordial, astute, careful of external appearance, conscientious); In wave 4, the following additional questions were asked: School: participation in the survey last year, change of school or remaining seated last year; frequency of written warnings in the class register in the last half of the school year. Attitudes towards crime: assessment of the personal risk of discovery for various criminal offences; delinquency: attitude towards various criminal offences (e.g. theft of a CD, bodily injury, smoking marijuana or hashish, stealing bicycles, etc.): Assessment as bad or rather harmless; presumed attitude (norms) of parents and friends in case of delinquency of the respondent in relation to the above-mentioned crimes. Demography: age; sex; born in Germany; age at entry into Germany; nationality after birth; current citizenships; parents´ region of origin (degree of urbanisation); emotional identity; languages spoken at home; dwelling: type of building; own room; family situation or Housing situation; number of (step)siblings; country of origin and nationality of parents (migration background); occupational status of father and mother; level of prosperity: assessment of the family´s financial status; amount of money available per month; pocket money per month; main expenses per month; money sufficient. Additionally coded was: questionnaire number; wave participation; survey type (main school survey, main school survey, special school); case exclusion; weighting factors.
Temporal Coverage
  • 2000-01-17 / 2000-05-30
    wave 1
  • 2001-01-16 / 2001-05-03
    wave 2
  • 2002-01-21 / 2002-03-04
    wave 3
  • 2003-01-14 / 2003-02-24
    wave 4
Geographic Coverage
  • Muenster (DE-NW-MSR)
Sampled Universe
The universe of the Münster Student Survey includes all pupils who attended a special school, Hauptschule, Realschule, Waldorf School, Gesamtschule or a Gymnasium in Münster in the 7th grade in the spring of 2000, regardless of where they lived. These were surveyed again in 2001, 2002 and 2003. The data collected during the surveys were combined into a four-wave panel in 2003.
Time Dimension
  • Longitudinal: Panel
Collection Mode
  • Self-administered questionnaire: Paper
Data and File Information
  • Number of Variables: 2704
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Alternative Identifiers
  • ZA7480 (Type: ZA-No.)
  • Boers, Klaus; Reinecke, Jost: Delinquenz im Jugendalter. Erkenntnisse einer Münsteraner Längsschnittstudie. Münster: Waxmann 2007

Update Metadata: 2020-10-21 | Issue Number: 16 | Registration Date: 2019-04-23