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Background Symptoms of depersonalization (DP) and derealization (DR) have a high prevalence in patient and community samples. Previous studies suggested that DP/DR symptoms might represent a marker of disease severity and poor prognosis. However, population-based studies investigating the impact of DP/DR symptoms on the course of depression and anxiety are sparse. Therefore, we aimed to analyze whether symptoms of DP/DR are longitudinally associated with the persistence or incidence of elevated symptoms of depression/anxiety. Methods We analyzed observational data from a sample of 13.182 participants of the Gutenberg Health Study. The outcomes were elevated symptoms of depression/anxiety at the 2.5 years follow-up as determined by the 2-item depression scale (PHQ-2), the 2-item anxiety scale (GAD-2), and the compound measure PHQ-4 respectively. The predictor was the 2-item Cambridge Depersonalization Scale (CDS-2). Results 8.7% of the sample were bothered by symptoms of DP/DR at baseline. They had an increased risk for elevated symptoms of depression/anxiety at the 2.5-year follow-up beyond baseline depression/anxiety and other factors. Each point increment in the CDS-2 scale, ranging from 0-6, was associated with a 21% increase of risk for PHQ-4 ≥ 3 at the follow-up (odds ratio 1.21, 95% confidence interval 1.11-1.32). Limitations The study was mostly questionnaire-based. Conclusion Symptoms of DP/DR are independent risk factors for the persistence or incidence of elevated symptoms of depression/anxiety. Symptoms of DP/DR represent an easily assessable risk factor for the course of mental disorders. Treatment and prevention of mental disorders might benefit from the broader recognition of these phenomena.

The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. Therefore, the Germany-wide research program Modelling and Measuring Competencies in Higher Education (KoKoHs) was established in 2011 by the Federal Ministry of Education and Research. In the 85 projects, theoretical-conceptual competence models and corresponding assessments were developed for selected large study domains (e.g. economics) to reliably measure the students’ competencies in different phases of higher education (entering, undergraduate, graduate). More than 100 technology-based assessments of both discipline-specific competencies and generic skills were validated across Germany at over 350 universities with over 75,000 students. This article presents findings from the Germany-wide entry diagnostics in the one KoKoHs project (WiWiKom II) with beginning students in business, economic and social sciences that provide evidence-based insights into students’ learning preconditions and their impact on domain-specific knowledge acquisition in bachelor’s degree courses. The results lead to far-reaching practical implications for successful transitions between secondary and tertiary education, including recommendations for the development of mechanisms to support access to tertiary education and to prevent high dropout rates.

Abstract. University students' knowledge and understanding of economics have mostly been investigated cross-sectionally; however, longitudinal analyses are needed to determine which factors influence knowledge development and to draw valid conclusions based on test results. In the WiWiKom II project, a quasi-experimental longitudinal study was conducted assessing bachelor students of business and economics over the course of their studies in Germany (N = 39 universities). In this project, running from 2016 – 2019, the test-takers complete the WiWiKom II-test of economic knowledge (adapted TUCE4G and TEL4G items) and a general cognitive ability test (BEFKI 11) at four measurement points, each one year apart. In this paper, we describe the validation of the test instrument based on the data from the first measurement (winter semester 2016/17). We compare students' results on the economic knowledge test and the general cognitive abilities test between first-year students of economic sciences (N = 3,710) and social sciences (N = 1,347) to determine the discriminant validity of the economic knowledge test. The findings from the confirmatory factor analyses presented here show that the items on general cognitive ability and economic knowledge are empirically separable. As expected, there were no differences in the factorial structure between the comparison groups (economic vs. social science students) at the beginning of their studies.

Fairness is one of the most important quality criteria of assessments and a necessary condition for valid test score interpretations. In this paper, we describe findings related to an assessment of N = 7664 beginning business and economics students at 46 universities across Germany using a domain-specific higher education entry test. From the perspective of test fairness as defined by the internationally established validation standards outlined by AERA et al. (Standards for Educational and Psychological Testing, AERA, Washington, DC, 2014), we identify which students had particular difficulty completing the test, taking into account gender- and language-related influence factors in the assessment of their test performance. Our results highlight the particular challenges in admissions testing in higher education. One of these challenges is finding a suitable way to address the disadvantages experienced by various groups of students to guarantee fairness and ethical integrity when developing and administering tests. Current migration developments and the overall internationalization of higher education have led to an increasing heterogeneity of student bodies. These challenges are therefore of particular relevance for education policy and practice when it comes to ensuring fairness when assessing learning outcomes for all student groups. This also applies in the context of commonly used standardized assessments and established examination practices in higher education.

Despite significant research, it remains unclear whether the goal of developing domain-specific knowledge in higher education is actually being achieved. This is also true for the internationally most popular study domain of business and economics. In Germany, a test for measuring economic knowledge was validated, enabling the analysis of change in knowledge over the course of studies. Business and economics students from across Germany were surveyed over the course of one study year: 7,111 beginning students in the winter term of 2016/2017, and 1,705 third semester students in the winter term of 2017/2018. Investigating the longitudinal matched sample of 734 students who took part at both measurement points, we found that economic knowledge developed slightly positively in the first year of study in economics. Prior economic knowledge, general intellectual ability and the courses attended are among the most important influencing factors of the knowledge test performance and grades after one academic year.

Background Socioeconomic status (SES) has a strong association with depression or physical and mental health in general. However, as SES is a multifaceted construct these associations are not easy to explain. Further, there are several indicators and many studies only investigating two or less indicators at the same time. Therefore, this study aims to analyze the cross-sectional and longitudinal association of three defined SES dimensions (education, occupational position and household net-income) with the occurrence of elevated symptoms of depression relative to the impact of important covariates. Methods The study included observational data from 12,484 participants of the Gutenberg Health Study. The outcome was “elevated depressive symptoms” as defined by Patient Health Questionnaire (PHQ-2) ≥ 2 at the 2.5-year follow-up. Regression coefficients were adjusted for baseline covariates (age, sex, partnership, depression, anxiety, medical history of depressive or anxiety disorder and major medical diseases (MMD)) in addition to SES sum score and the three single indicators. We further examined interaction terms of the SES with sex, partnership and major medical diseases. We analyzed the sample stratified by elevated depressive symptoms at baseline, as we expected different trajectories in both subgroups. Results SES, education and household net-income were lower in the group of persons with PHQ-2 ≥ 2 at baseline, and they predicted the occurrence of PHQ-2 ≥ 2 at 2.5 year follow-up in the group of persons without elevated depressive symptoms at baseline after multivariable adjustment (SES: Odds Ratio (OR) 0.96, 0.95–0.98, p

Research has been focusing increasingly on measuring students’ prior economic knowledge in higher education. However, in German-speaking countries, valid instruments are rare. A diagnostic study investigated the validity and fairness of an internationally established economic knowledge test (adapted German version of TUCE IV and TEL IV) with a representative sample of 7664 students from 46 universities across Germany. Previous findings with the dataset ( Zlatkin-Troitschanskaia et al., 2019a ) suggest that native language significantly predicts missing answers in the knowledge test. Similar effects can be found for gender. After coding missing answers as incorrect, students with a native language other than German and females are disadvantaged. Using multiple imputation, group differences are still significant but to a lesser extent. This approach is critically discussed in terms of valid diagnostics and assessment in higher education.