Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/89870 
Erscheinungsjahr: 
2013
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 7792
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
This paper develops a theoretical and empirical model on the influence of identity on educational choices which extends the existing literature in several directions. The theoretical model proposed here allows schooling choices to be independently influenced by both personal and social identities and, in contrast to previous work, the proposed empirical counterpart is derived directly from the theoretical model. The use of UK's British Cohort Study on individuals born in 1970 allows us to identify with precision the relevant explanatory factors and to appropriately control for potentially confounding factors. Both social and personal identities are found to have substantial and statistically significant effects on educational participation decisions and these impacts are robust to a variety of specifications. The key implication is that socio-psychological factors play an important role in children's school performance through their direct influence on the utility derived from studying.
Schlagwörter: 
identity
educational choice
locus of control
JEL: 
D01
I21
J24
Dokumentart: 
Working Paper

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