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  • This article examines the role of effort in the process of educational attainment. First, I analyze the impact of effort on future tertiary educational attainment. Then, I test two sociological theories that argue that effort transmits educational inequality across generations. According to the first theory, parental background shapes the effort that children exert in education-related activities. The second theory argues that the drivers of effort in this context are educational expectations. I use a variable for effort that is measured directly over the course of the Programme for International Student Assessment test. Using a longitudinal data set from Australia, I estimate different hierarchical and structural equations models. I find that the measure of effort is positively and significantly associated with the probability of having obtained a tertiary degree 10 years later. Furthermore, the results show partial support for the second theory but not for the first one. (xsd:string)
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?:dateModified
  • 2021 (xsd:gyear)
?:datePublished
  • 2021 (xsd:gyear)
?:doi
  • 10.1177/0002764221996758 ()
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  • en (xsd:string)
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?:issn
  • 1552-3381 ()
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  • 11 (xsd:string)
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  • Strive to Succeed? The Role of Persistence in the Process of Educational Attainment (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: American Behavioral Scientist, 65, 2021, 11, 1555-1576 (xsd:string)
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  • 65 (xsd:string)