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Der Beitrag untersucht, ob Studierende eine geringere finanzielle familiäre und/oder staatliche Unterstützung durch (vermehrte) Erwerbsarbeit kompensieren, ob diese Erwerbszeit in Konkurrenz zur Studienzeit steht, und welche Studierendengruppen durch die gezeigten Zusammenhänge hinsichtlich ihrer Studienzeit besonders benachteiligt sind. Eine anhand der 21. Sozialerhebung durchgeführte Pfadanalyse zeigt, dass solchen Studierenden ein Nachteil entsteht, deren Basiseinkommen zur Finanzierung ihrer Lebenshaltungs- und Studienkosten nicht ausreicht. Dies betrifft besonders ältere Studierende und Studierende ohne akademisch geprägtes Elternhaus

This contribution investigates students’ time budget across 28 European Higher Education Area member countries from a (descriptive) comparative perspective and it provides an in-depth analysis for Hungarian students. Whether students spend more time in direct interaction with teaching staff, or studying on their own, reflects the varying requirements set by different types of higher education institutions, fields of study, and study programmes. Additionally, time investments vary among different groups of students

Prejudices against the unemployed pose an enormous threat to their self-confidence and can make it difficult for them to re-enter the labour market, resulting in further long-term unemployment. Given these high costs for the unemployed and for society as a whole, our knowledge of prejudices against the unemployed is surprisingly scarce. We focus on the question of what determines the strength of prejudice among employees. By applying social identity theory, we assume that people who are disadvantaged in the labour market in general, also hold stronger prejudices. In addition, we assume that social status mediates this association and that self-efficacy moderates it.

Policy instruments such as the National Policy for Reducing Substance Use (Ministerio de Protección Social, 2007) and the National Law on School Coexistence (CRC, 2013) follow a preventive approach to address the problem of alcoholism. However, neither national public bodies nor schools often have access to information on prevention programs based on scientific evidence. In this article, the international literature on alcohol abuse prevention programs in the school setting is reviewed. It was found that the most robust programs are characterized by (1) differentiating between abuse and use, (2) addressing the problem of addiction to different psychoactive substances, (3) relating alcohol to overall social-emotional problems.