Schoolloopbanen in het lager onderwijs 1973,1975,1978

Description of the relation between characteristics of family and school and development of intellectual performance. Results of intelligence tests / questionnaires for father, mother and school teachers of respondent / mother: presence at home / performance at school of other children / way r is brought up: demands on behaviour of r, paying attention, stimulations, interdictions, sanctions, freedom, taking over decisions, playing games, values, expectations for future, presence of toys, drawing materials / family situation: participation of father in education / reading about bringing up children / father: independence in job, consultation at work, most important aspects of job / working attitude / values connected with upbringing / stimulation of child to achieve, ideas, views on this subject / school teachers: occupational career, position at school / position of school, educational system / being informed about pupils / application of project learning / extent of freedom, rules, sanctions / working conditions, structure of task, training / evaluation of school life, atmosphere, views on pupil-teacher relation / objectives of education, educational systems / consequences of differences in social class / evaluation of organization, decision making and participation of parents / view on r's personality and behaviour. Background variables: basic characteristics/ household characteristics/ characteristics of parental family/household/ occupation/employment/ education/ religion/ readership, mass media, and 'cultural' exposure/ organizational membership

本描述旨在阐述家庭与学校特征与智力发展之间的关联。具体而言，涉及对被调查者父亲、母亲及学校教师的智力测试/问卷调查结果的分析，包括家庭内的存在感、其他儿童在学校的表现、被调查者被教养的方式：对被调查者行为的要求、关注程度、刺激、禁止、惩罚、自由度、决策权的移交、游戏、价值观、对未来期望、玩具和绘画材料的拥有情况。此外，还包括家庭状况：父亲在教育中的参与度、关于育儿阅读、父亲在工作中的独立性、工作中的咨询、工作最重要的方面、工作态度、与育儿相关的价值观、对被调查者成就的激励、关于此主题的思想、观点。同时，还包括学校教师的职业生涯、在学校中的职位、学校地位、教育体系、对学生的了解、项目学习的应用、自由度、规则的运用、惩罚的范围、工作条件、任务结构、培训、对学校生活、氛围、师生关系的看法、教育目标、教育体系、社会阶层差异的后果、对组织、决策和父母参与的评估、对被调查者个性和行为的看法。背景变量包括：基本特征、家庭特征、父母家庭特征、职业、就业、教育、宗教、阅读习惯、大众媒体及‘文化’接触、组织成员资格。