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Meyer, T., Thomsen, S. Schneller fertig, aber weniger Freizeit? – Eine Evaluation der Wirkungen der verkürzten Gymnasialschulzeit auf die außerschulischen Aktivitäten der Schülerinnen und Schüler. Journal of Contextual Economics – Schmollers Jahrbuch, 135(3), 249-277. https://doi.org/10.3790/schm.135.3.249
Meyer, Tobias and Thomsen, Stephan L. "Schneller fertig, aber weniger Freizeit? – Eine Evaluation der Wirkungen der verkürzten Gymnasialschulzeit auf die außerschulischen Aktivitäten der Schülerinnen und Schüler" Journal of Contextual Economics – Schmollers Jahrbuch 135.3, 2015, 249-277. https://doi.org/10.3790/schm.135.3.249
Meyer, Tobias/Thomsen, Stephan L. (2015): Schneller fertig, aber weniger Freizeit? – Eine Evaluation der Wirkungen der verkürzten Gymnasialschulzeit auf die außerschulischen Aktivitäten der Schülerinnen und Schüler, in: Journal of Contextual Economics – Schmollers Jahrbuch, vol. 135, iss. 3, 249-277, [online] https://doi.org/10.3790/schm.135.3.249

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Schneller fertig, aber weniger Freizeit? – Eine Evaluation der Wirkungen der verkürzten Gymnasialschulzeit auf die außerschulischen Aktivitäten der Schülerinnen und Schüler

Meyer, Tobias | Thomsen, Stephan L.

Journal of Contextual Economics – Schmollers Jahrbuch, Vol. 135 (2015), Iss. 3 : pp. 249–277

10 Citations (CrossRef)

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Tobias Meyer, Niedersächsisches Institut für Wirtschaftsforschung (NIW), Königstr. 53, 30175 Hannover

Stephan L. Thomsen, Niedersächsisches Institut für Wirtschaftsforschung, Königstr. 53, 30175 Hannover

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Abstract

Most federal states of Germany have recently reduced the school duration for obtaining the university admittance qualification by one year. Since the curriculum was not changed, students have to attend more lessons per week and have to learn more content per unit of time. Based on data from the double cohort of high school graduates in the state of Saxony-Anhalt, we investigate the effects of the higher work load at school on perceived stress and extracurricular activities. We find, among others, that students affected by the reform feel more burdened by learning and spent less time on working in a side job or voluntary activities.