Arnaud Chevalier (Dept. of Economics, Royal Holloway, University of London, Egham, TW20 OEX + Geary Institute, University College Dublin) Steve Gibbons (Department of Geography, London School of Economics + Centre for Economics Performance, London School of Economics) Andy Thorpe (Department of Economics, University of Portsmouth, Portsmouth) Sherria Hoskins (Department of Psychology, University of Portsmouth, Portsmouth)
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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.
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Paper provided by Geary Institute, University College Dublin in its series Working Papers with number
200729.
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