ArticleJournal of youth and adolescence2021
Believing and Achieving: Gendered Pathways Toward Upward Educational Mobility in the United States.
Article in Journal of youth and adolescence, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 6 citations in OpenAlex.
- Making it to the Academic Path in a Tracked Education System: The Interplay of Individual Agency and Social Origin in Early Educational Transitions.Journal of youth and adolescence · 2023Article
- Agency, linked lives and historical time: evidence from the longitudinal three-generation Youth Development Study.Longitudinal and life course studies : international journal · 2021Article
- Invited Commentary: Societal Constraints and Individual Agency: Navigating Educational Transitions for Upward Mobility.Journal of youth and adolescence · 2021Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Little research has investigated the impact of adolescent motivational resources, other than educational plans, on adult educational attainment, or whether their effects differ by gender and social class. Data from the St. Paul Youth Development Study (n = 874, 55% female, 30% children of college graduates) are used to estimate a second-order latent motivation factor encompassing adolescent (age 15-16) educational plans, academic self-concept, economic self-efficacy, and mastery. Then, using logistic regression, the effect of this second-order factor on odds of college graduation in adulthood (ages 26-27 to 37-38) is estimated. Heterogenous effects of motivation by gender and parental education are investigated. The results show that the second-order motivation factor had strong positive effects on educational attainment after adjusting for family background variables. The effect of motivation did not differ by gender in the whole sample nor among children of college graduates. However, among children of less-educated parents, women were found to benefit more than men from these psychological assets for achieving upward educational mobility. These findings suggest that adolescent motivation, especially among U.S. women whose parents do not have college degrees, may be a resource for higher educational attainment.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.