Secondary Outcomes (explanation)
We elicit respondents’ importance of different aspects for the their decision to register/participate in a tutoring program as follows:
[reasons - parents]
How important are the following considerations for your decision about whether to enroll your child in a tutoring program?
The consideration of whether
... my child has enough time to participate in a tutoring program.
... my child is motivated to participate in a tutoring program.
... my child would benefit from the tutoring program.
... we can financially afford that my child participates in a tutoring program.
... I support my child to participate in a tutoring program.
... my child needs help with schoolwork.
[reasons - adolescents]
How important are the following considerations for your decision about whether to enroll in a tutoring program?
The consideration of whether
... I have enough time to participate in a tutoring program.
... I am motivated to participate in a tutoring program.
... I would benefit from the tutoring program.
... my family can financially afford that I participate in a tutoring program.
... my parents support that I participate in a tutoring program.
... I need help with schoolwork.
Answers can be given on a 5-point scale, ranging from “very important” to “not important at all”.
We elicit information acquisition about different tutoring programs as follows:
[info acquisition – parents and adolescents]
Would you like to receive further information, e.g. on subjects offered, location and registration options of tutoring programs and learning apps or learning platforms in Germany?
o Yes
o No
If you indicate "yes", further information will be displayed at the end of the survey.
We also elicit posterior beliefs about the impact that the COVID-19 pandemic has on the future income of their child/themselves.
[future income - parents]
Many students learned fewer skills at school during the COVID-19 pandemic, for example, due to the loss of instructional time during school closures.
How do you think the change in schooling during the COVID-19 pandemic will affect your child's future income?
As a reminder: the average income in Germany is equivalent to about 2,100 Euro (net) per month.
I believe that my child's income …
o will decrease by ____ Euro (net) a month.
o will increase by ____ Euro (net) a month.
o will not change.
[future income - adolescents]
Many students learned fewer skills at school during the COVID-19 pandemic, for example, due to the loss of instructional time during school closures.
How do you think the change in schooling during the COVID-19 pandemic will affect your future income?
As a reminder: the average income in Germany is equivalent to about 2,100 Euro (net) per month.
I believe that my income…
o will decrease by ____ Euro (net) a month.
o will increase by ____ Euro (net) a month.
o will not change.
We also elicit respondents’ perceived impact of COVID-19 on students’ life as follows:
[aspects of life - parents]
Now it's time for your assessment of how COVID-19-related school closures will affect various aspects of your child's life since the pandemic began. To what extent do the following statements apply?
- My child will have worse opportunities on the job market due to school closures.
- My child will be less satisfied with his/her life in the long run because of school closures.
- My child will suffer from long-term health problems due to the school closures.
[aspects of life - adolescents]
Now it's time for your assessment of how COVID-19-related school closures will affect various aspects of your life since the pandemic began. To what extent do the following statements apply?
- I will have worse opportunities on the job market due to school closures.
- I will be less satisfied with my life in the long run because of school closures.
- I will suffer from long-term health problems due to the school closures.
Answer can be given on a 5-point scale from “strongly agree” to “strongly disagree”.
In addition, we elicit respondents’ prior beliefs about the loss in income that can be associated with fewer years of schooling and skill development as follows:
[Prior beliefs - parents and adolescents]
“Many studies look at how the skills learned in school affect later income on the labor market.
Imagine a person who earns 2,100 Euro (net) a month, which is roughly the average income in Germany.
By how many Euro do you think this person's income will change on average if he or she attends school for one year less and thus learns fewer skills at school?
I think that this person's income will decrease by ____ Euro.
(The answer "0" means that this person's income will not change).”
Finally, we also elicit respondents’ beliefs about the extent to which student learning has been affected by COVID-19. We do this by posing a series of questions.
First, we elicit how many weeks the child could not go to school due to the COVID-19 pandemic and the number of weeks in online schooling.
Second, we elicit whether the child has already participated in a tutoring program.
Third, we elicit respondents’ belief about the learning losses due to COVID-19 as follows:
[statement - parents]
How much does the following statement apply to your child?
"My child has learned much less than usual in school because of the COVID-19 pandemic."
[statement - adolescents]
How much does the following statement apply to you?
"I learned much less during the school closures than I usually do in school".
Answers could be given a 5-point scale: “fully applies”, “rather applies”, “rather does not apply”, “does not apply at all”, “neither nor”.
In our resurvey about one week after the main survey, we re-elicit parents’ beliefs about the loss in income that can be associated with fewer years of schooling and skill development.
In the resurvey, we additionally elicit (i) whether parents informed themselves about tutoring programs and (ii) the reasons for (not) doing so (open-ended question).