Intergenerational educational mobility - The role of non-cognitive skills
Intergenerational educational mobility - The role of non-cognitive skills
复制标题
代际教育流动性——非认知技能的作用
DOI：
10.1080/09645292.2023.2176826
复制
发表时间：
2023
影响因子：
1.2
通讯作者：
Adamecz A
中科院分区：
文献类型：
--
作者：
Adamecz A
尽管已有研究表明，父母的教育对大学入学情况有很强的预测作用，但我们对为什么一些潜在的第一代学生上大学，而另一些人上不了大学却知之甚少。本文着眼于非认知技能在英国这一弱势群体的大学参与中的作用。我们发现，青春期具有较高水平的心理控制源、学业自我概念、职业道德和自尊与跨代教育向大学流动呈正相关。我们的结果表明，这些技能有助于潜在的第一代学生弥补他们的相对劣势，对男孩来说尤其关键。
While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys.