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Strive to Succeed? The Role of Persistence in the Process of Educational Attainment

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dc.affiliation.dptoUC3M. Departamento de Ciencias Socialeses
dc.affiliation.institutoUC3M. Instituto Mixto Universidad Carlos III - Fundación Juan March de Ciencias Sociales (IC3JM)es
dc.contributor.authorPalacios Abad, Alberto
dc.contributor.funderEuropean Commissionen
dc.date.accessioned2021-06-30T09:32:48Z
dc.date.available2021-06-30T09:32:48Z
dc.date.issued2021-03-18
dc.description.abstractThis paper examines the role of effort in the process of educational attainment. First, I analyze the impact of effort on future tertiary educational attainment. Then, I test two sociological theories that argue that effort transmits educational inequality across generations. According to the first theory, parental background shapes the effort that children exert in education-related activities. The second theory argues that the drivers of effort in this context are educational expectations. I use a variable for effort that is measured directly over the course of the PISA test. Using a longitudinal dataset from Australia, I estimate different hierarchical and structural equations models. I find that the measure of effort is positively and significantly associated with the probability of having obtained a tertiary degree ten years later. Furthermore, the results show partial support for the second theory but not for the first one.en
dc.description.sponsorshipThe author disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No 758600).en
dc.format.extent20
dc.identifier.bibliographicCitationPalacios-Abad, A. (2021). Strive to Succeed? The Role of Persistence in the Process of Educational Attainment. American Behavioral Scientist, 000276422199675
dc.identifier.doihttps://doi.org/10.1177/0002764221996758
dc.identifier.issn0002-7642
dc.identifier.publicationfirstpage01
dc.identifier.publicationissue000276422199675
dc.identifier.publicationlastpage20
dc.identifier.publicationtitleAmerican Behavioral Scientist
dc.identifier.urihttps://hdl.handle.net/10016/32958
dc.identifier.uxxiAR/0000027989
dc.language.isoeng
dc.publisherSAGE
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/H2020/758600
dc.rights© The author, 2021
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subject.ecienciaSociologíaes
dc.subject.otherPersistenceen
dc.subject.otherEducational attainmenten
dc.subject.otherParental backgrounden
dc.subject.otherExpectationsen
dc.subject.otherEducational inequalityen
dc.titleStrive to Succeed? The Role of Persistence in the Process of Educational Attainmenten
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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