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Adamecz Anna és szerzőtársai cikke megjelent az Education Economics szakfolyóiratban

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.

KEYWORDS:  Socioeconomic gaps, intergenerational educational mobility, higher education, non-cognitive skills

JEL CODES:  I24, J24

 

2024

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