The aim of this study is a comprehensive survey of the situation of students in the first semester. In Austria there are about 260,000 students, but only slightly more than half of the enrolled regularly attended lectures and passed examinations. The study investigated, among other things, the reason for this. After 2-3 years, a repeat of the study is planned in order to compare the results with each other. In this thesis, first the influence of social origin is examined in the study, then the motives and the socio-economic situation of students get analyzed as possible imprints. Based on Weber's studies on the concept of class and Dahrendorf's analysis of the working class Bourdieu's theory of class distinction is applied. Beck's individualization thesis has been used for defining the general concept designs, which capture the most important social processes of the micro-level as well as institutional and social conditions at the meso- and macro-level. The selection process and the feudal character of the Austrian education system could be observed in the study, as well as the expansion of education. As a main result, there was a direct effect of socio-demographic characteristics, especially by gender and regional origin, on the choice of study. There was also an additive effect of social class and socio-economic situation, which is particularly characterized by the employment and social network analysis, on the study motives. Finally, it can be stated that the determination of the study discussed by Bourdieu could be verified only partially, because the first-year students often represent an inhomogeneous group that can be better differentiated by their socialization-related motives.