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Students' Academic Self Perception

  • 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)

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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File URL: http://www.ucd.ie/geary/static/publications/workingpapers/GearyWp200729.pdf
File Function: Draft 3.1, 2007
Download Restriction: no

Paper provided by Geary Institute, University College Dublin in its series Working Papers with number 200729.

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Length: 44 pages
Date of creation: 24 Sep 2007
Date of revision:
Handle: RePEc:ucd:wpaper:200729
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  1. Giorgio Brunello & Claudio Lucifora & Rudolf Winter-Ebmer, 2004. "The Wage Expectations of European Business and Economics Students," Journal of Human Resources, University of Wisconsin Press, vol. 39(4).
  2. Dynarski, Susan, 2001. "Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion," Working Paper Series rwp01-034, Harvard University, John F. Kennedy School of Government.
  3. Dan Lovallo & Colin Camerer, 1999. "Overconfidence and Excess Entry: An Experimental Approach," American Economic Review, American Economic Association, vol. 89(1), pages 306-318, March.
  4. David A. Penn & Reuben Kyle, 2007. "The Tennessee Education Lottery Scholarship: A Reward for Past Achievement or Motivator for Future Performance?," Working Papers 200707, Middle Tennessee State University, Department of Economics and Finance.
  5. Carneiro, Pedro & Heckman, James J., 2003. "Human Capital Policy," IZA Discussion Papers 821, Institute for the Study of Labor (IZA).
  6. Nick Feltovich & Richmond Harbaugh & Ted To, 2002. "Too Cool for School? Signalling and Countersignalling," RAND Journal of Economics, The RAND Corporation, vol. 33(4), pages 630-649, Winter.
  7. Christopher Cornwell & David B. Mustard & Deepa J. Sridhar, 2006. "The Enrollment Effects of Merit-Based Financial Aid: Evidence from Georgia's HOPE Program," Journal of Labor Economics, University of Chicago Press, vol. 24(4), pages 761-786, October.
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