A Transgenerational Model of Status Attainment: the Potential Mediating Role of School Motivation and Education
By I. Schoon. National Institute Economic Review, 2008
119 citations recorded by the source corpus.
Subfields: Health, Pediatrics, Perinatology and Child Health, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/7c3e3a9b0332e2f854b087ce92329a5c721bcf9b
How researchers see this paper
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In Health
In Pediatrics, Perinatology and Child Health
In Sociology and Political Science
- P. Parker
- Alexandre J. S. Morin
- L. Gutman
- Herbert W. Marsh
- E. Polek
- Jiesi Guo
- Gurvinder Kaur
- I. Schoon
Citations in the corpus
- Career success: The role of teenage career aspirations, ambition value and gender in predicting adult social status and earnings (2010, unknown): “In the model these three variables were combined into a latent variable, following previous research (Schoon, 2008).”
- Teenage career aspirations and adult career attainment: The role of gender, social background and general cognitive ability (2011, background): “…& Hauser, 1978; McClendon, 1976), while more recent evidence indicates significant differences in the degree to which ability and motivation intervene in the relationship between social background and occupational outcomes (Breen & Goldthorpe, 2002; Schoon, 2008; Sewell, Hauser, & Wolf, 1980).”
- The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “It furthermore has been shown to promote successful career development over and above cognitive ability (Schoon, 2008) and as an important resource capacity for students who encountered a problematic transition, such as leaving school early (Sacker & Schoon, 2007; Schoon & Duckworth, 2010).”
- Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, background): “Further, research and theory posit that IQ and academic achievement in high school affect educational attainment and career success through a causal chain in which agency-based factors and educational and occupational aspirations each play important intervening roles (Eccles, 1994, 2009; Hauser, 201”