How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?

Empirical Research in Vocational Education and Training

Table 5 Results of regression analysis for digital content-creation (n = 869)

	OLS	LAV	M95	MM85
Cooperative higher education (ref = vocational training)	.03 (.11)	.44 (.24)^#	.16 (.09)^#	.26 (.08)***
Female (ref = male)	− .08 (.08)	− .01 (.03)	− .04 (.07)	.03 (.05)
Diverse (ref = male)	.38 (.47)	.36 (.67)	.26 (.40)	.11 (.22)
Social background	.01 (.03)	.01 (.01)	.01 (.02)	.01 (.02)
Age	.03 (.02)	.01 (.01)	.02 (.02)	.01 (.02)
Year of schooling graduate	.01 (.01)	.01 (.01)	.01 (.01)	.03 (.04)
Degree of vocational training (ref = no degree of vocational training)	− .09 (.01)	.01 (.02)	− .05 (.10)*	.04 (.08)
University entrance qualification (ref = no university entrance qualification)	− .01 (.10)	.01 (.13)	.03 (.09)	.09 (.07)

Unstandardized beta weight are presented, robust standard errors in parenthesis (LAV: Bootstrap standard errors)
OLS ordinary least squares, LAV least-absolute value, M95 Huber-M-Estimator with a 95% efficiency of a normal distribution, MM85 MM-Estimator of 50% breakdown point a 85% efficiency of a normal distribution
^#p < 0.10, * p < 0.05, ** p < 0.01, *** p < 0.001