Study title

The project "Self-Processes and Student Careers" (SEBI II, Funding DFG, duration 2015-2018) asked questions about the processes in which children become successful or less successful learners. This ties in with the existing (qualitative and quantitative) longitudinal section of the SEBI primary school project ´Self-orientation and self-reliant learning - an analysis of the learning and socialization environments of primary school children´ (Funding: BMBF, duration 2011-2015). The project focused on the interactions between the participants - parents, children and teachers - and their importance for the generation and activation of children´s self-processes, especially after the transition to secondary school. In terms of educational inequality, socio-structural references to interactions and their role in student careers were asked. The approach uses a theoretically innovative model that combines concepts of interactionist sociology with concepts and empirical insights of teaching-learning research. It involved four fields of research that were only partially related to each other up to now: educational inequality, class-specific patterns of socialization as well as educational ambitions of parents, assessments by teachers and self-processes of students. Methodological Approach: The longitudinal study was quantitatively continued through class surveys and qualitatively via a continuation of interview-based family portraits. In addition, students at grammar schools and primary / secondary schools were interviewed on their strategies for student behavior in group interviews. Student´s questionaire: sex, age, living with relatives, number of books in household, available items in household, available instruments in household, member in musical groups at school, musical activities with other people, *musical self-education, *current musical education, *participation in JeKi-class in elementary school, opinion on music, parent´s opinion on music, opinion on...