The state of collective bargaining and worker representation in Germany: the erosion

This paper investigates trends in collective bargaining and worker representation in Germany from 2000 to 2008. It seeks to update and widen earlier analyses pointing to a decline in collective bargaining, while providing more information on the dual system as a whole. Using data from the IAB Employment Panel and the German Employment Register, we report evidence of a systematic and continuing erosion of the dual system. Not unnaturally the decline is led by developments in western Germany. Arguably, the path of erosion will continue until rough and ready convergence is reached with eastern Germany. Expressed differently, if the process of decentralization underpinning these developments once was ‘regulated’ it no longer appears to be so

Uncovering young children's motivational beliefs about learning science

Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science