Intergenerational educational mobility – The role of non-cognitive skills

Anna Adamecz-Völgyi, Morag Henderson and Nikki Shure

Education Economics, 2024, vol. 32, issue 1, 59-78

Abstract: 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.

Date: 2024
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Related works:
Working Paper: Intergenerational educational mobility – the role of non-cognitive skills (2021)
Working Paper: Intergenerational Educational Mobility – The Role of Non-cognitive Skills (2021)
Working Paper: Intergenerational educational mobility – the role of non-cognitive skills (2021)
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DOI: 10.1080/09645292.2023.2176826

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