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Integrating resource-based and person-based approaches to understanding wealth effects on school achievement

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  • Destin, Mesmin

Abstract

Wealth and assets have a reliable positive relationship with the achievement outcomes of students. Various approaches to understanding student achievement may inform the understanding of how wealth seems to influence children's educational experiences. This paper describes several perspectives from the student achievement literature within the fields of economics and psychology that are categorized as either resource-based or person-based. Resource-based approaches prioritize the importance of investments that are made in youth to enrich contexts, expand opportunities, and improve outcomes. Person-based approaches, on the other hand, focus on how beliefs, values, and perceptions shape achievement. To better understand wealth effects, an integrative framework presents identity as a unifying construct that is contextually-constructed through a combination of resource- and person-based influences to drive student motivation and achievement.

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  • Destin, Mesmin, 2013. "Integrating resource-based and person-based approaches to understanding wealth effects on school achievement," Economics of Education Review, Elsevier, vol. 33(C), pages 171-178.
    • Handle: RePEc:eee:ecoedu:v:33:y:2013:i:c:p:171-178
    DOI: 10.1016/j.econedurev.2012.07.007
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    Cited by:

    1. Elliott, William & Sherraden, Michael, 2013. "Assets and educational achievement: Theory and evidence," Economics of Education Review, Elsevier, vol. 33(C), pages 1-7.
    2. Ansong, David & Wu, Shiyou & Chowa, Gina A.N., 2015. "The role of child and parent savings in promoting expectations for university education among middle school students in Ghana: A propensity score analysis," Children and Youth Services Review, Elsevier, vol. 58(C), pages 265-273.

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    Keywords

    Educational economics; Human capital;

    JEL classification:

    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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