Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/106468
Authors: 
Quis, Johanna Sophie
Year of Publication: 
2015
Series/Report no.: 
BERG Working Paper Series 94
Abstract: 
Starting in 2004/2005, the German state Baden-Wurttemberg reduced academic track duration from nine to eight years, leaving cumulative instruction time mostly unchanged. I use this change in schooling policy to identify the effect of schooling intensity on student well-being in life and school, perceived stress, mental health indicators and self-efficacy. Using rich data from the National Educational Panel Study (NEPS), estimates show higher strains for girls in terms of stress and mental health than for boys. Unexpectedly, male subjective general well-being slightly increases with the reform. Student well-being in school and self-efficacy remain mostly unchanged.
Subjects: 
self-efficacy
high school reform
subjective well-being
mental health
stress
NEPS
JEL: 
I12
I28
I21
J24
ISBN: 
978-3-943153-11-8
Document Type: 
Working Paper

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