Money or fun? Why students want to pursue further education
Chris Belfield (),
Christopher Rauh () and
Additional contact information
Chris Belfield: Institute for Fiscal Studies and Institute for Fiscal Studies
Teodora Boneva: Institute for Fiscal Studies
No W16/13, IFS Working Papers from Institute for Fiscal Studies
We study students’ motives for educational attainment in a unique survey of 885 secondary school students in the UK. As expected, students who perceive the monetary returns to education to be higher are more likely to intend to continue in full-time education. However, the main driver is the perceived consumption value, which alone explains around half of the variation of the intention to pursue higher education. Moreover, the perceived consumption value can account for a substantial part of both the socio-economic gap and the gender gap in intentions to continue in full-time education.
Keywords: education; perceived returns; consumption value of education; beliefs; higher education; UK; gender gap; income gradient (search for similar items in EconPapers)
JEL-codes: I24 I26 J13 J24 J62 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10) Track citations by RSS feed
Downloads: (external link)
Working Paper: Money or Fun? Why Students Want to Pursue Further Education (2016)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:ifs:ifsewp:16/13
Ordering information: This working paper can be ordered from
The Institute for Fiscal Studies 7 Ridgmount Street LONDON WC1E 7AE
Access Statistics for this paper
More papers in IFS Working Papers from Institute for Fiscal Studies The Institute for Fiscal Studies 7 Ridgmount Street LONDON WC1E 7AE. Contact information at EDIRC.
Bibliographic data for series maintained by Emma Hyman ().