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In this paper, we test how well Rational Action Theory, as developed to explain educational differentials, applies in the Dutch situation. The question we address is the extent to which the mechanisms assumed to be at work can explain class and gender differentials in participation in higher education. After explaining the Dutch educational system and outlining Rational Action Theory, we, formulate four hypotheses that we test using data from a panel survey among high school pupils first interviewed in 1991. Evaluating, the theory, we conclude that the mechanisms assumed to be at work can indeed explain class differentials in participation in higher education. Moreover, we find support for the hypothesis that the mechanism of relative risk aversion is the most crucial factor in the model. We could not convincingly show that the theory explains gender differentials. [ABSTRACT FROM AUTHOR]

This study aimed to examine student motivation for honors programs using two types of motivation (autonomous and controlled) of Dutch traditional students, Dutch non-traditional students, and international students. Data were collected using Academic Self-Regulation Questionnaire (SRQ-A). K-means cluster analysis with autonomous and controlled motivation was conducted to identify the various types of motivation clusters. Subsequently, motivational profiles were compared using Analysis of Variance between Dutch traditional students, non-traditional students, and international students. Furthermore, associations between background variables and relative autonomous motivation of students to participate in the honors program were conducted. The response rate was 33.25% (n = 399). Four motivational profiles were identified: (1) HAMC (High Autonomous and Moderate Controlled), (2) HALC (High Autonomous and Low Controlled), (3) MALC (Moderate Autonomous and Low Controlled), (4) and MAMC (Moderate Autonomous and Moderate Controlled). Most of the honors program students in this study were represented in the good quality-HALC motivational profile. The findings also showed higher proportions of males (n = 71, 48%) and females (n = 120, 49.4%) in the good quality-HALC motivation profiles. Almost half of the students were found in the good quality cluster. [ABSTRACT FROM AUTHOR]

With the rise of mobile surveys comes the need for shorter questionnaires. We investigate the modularization of an existing questionnaire in the Longitudinal Internet Study for the Social Sciences (LISS) Panel in the Netherlands. We randomly divided respondents into a normal length survey condition, a condition where the same survey was split into 3 parts, and a condition where the survey was split into 10 parts. Respondents received the parts consecutively at regular intervals over a 1-month period. We discuss response rates, data quality measures, and respondents' evaluation of the questionnaire. Our results indicate higher start rates when the survey is cut into smaller parts but also higher dropout rates. However, the fraction of missing information is lower in the 3- and 10-part conditions. More respondents use their mobile phone for survey completion when the survey is shorter. We find fewer item missings and satisficing in shorter surveys. We find no effect on neutral and extreme responding nor on estimates of the validity of answers. People with low and high education and young and old evaluate shorter surveys better than the normal length survey. [ABSTRACT FROM AUTHOR]