Stutter-Step Models of Performance in School.
To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titl...
| Publicado en: | Social Forces Vol. 91; no. 4; pp. 1451 - 1475 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Oxford University Press / USA
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=87826738&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 87826738 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00377732 SFR jtl: Social Forces issn: 00377732 maglogo: N pubinfo: dt: Jun2013 vid: 91 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 87826738 10.1093/sf/sot037 ppf: 1451 ppct: 24 formats: fmt: @attributes: type: P size: 470KB tig: atl: Stutter-Step Models of Performance in School. aug: au: Morgan, Stephen L. Leenman, Theodore S. Todd, Jennifer J. Kentucky Weeden, Kim A. affil: Cornell University Harvard University Department of Education su: United States High school student attitudes Occupations Academic achievement Academic achievement & society Psychology Uncertainty -- Social aspects Charts, diagrams, etc. sug: subj: High school student attitudes Occupations Academic achievement Academic achievement & society Psychology United States Uncertainty -- Social aspects Charts, diagrams, etc. ab: To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titles, the listing of multiple jobs, and the listing of multiple jobs with divergent characteristics. The educational requirements of detailed jobs, as specified in the Department of Labor's Occupational Information Network database, are then matched to all jobs that students list within their plans. Students with uncertain beliefs about their occupational futures are then shown to have lower levels of commitment to and performance in school. These results support the conjecture that uncertainty about the future has consequences for the short-run behavior that determines important educational outcomes, beyond the effects that are commonly attributed to existing models of performance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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