Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/34433
Authors: 
Chevalier, Arnaud
Gibbons, Steve
Thorpe, Andy
Snell, Martin
Hoskins, Sherria
Year of Publication: 
2007
Series/Report no.: 
IZA Discussion Papers 3031
Abstract: 
Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students' misperception of their own and other's ability, thereby increasing the expected costs to studying. Among high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students' characteristics. University students are also poor at estimating their own test-performance and over-estimate their predicted test score. However, females, white and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students.
Subjects: 
Test performance
self-assessment
higher education participation
academic self-perception
Document Type: 
Working Paper

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