Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 10/2017

13-07-2017 | Empirical Research

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

Auteurs: Renee Ryberg, Shawn Bauldry, Michael A. Schultz, Annekatrin Steinhoff, Michael Shanahan

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 10/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents’ and child’s educational attainment and this mediational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personality characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 17 to 25 year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits—openness, neuroticism, and conscientiousness—are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.
Voetnoten
1
This degree corresponds to the “vocational upper secondary programs” in Fig. 1.
 
Literatuur
go back to reference Almlund, M., Duckworth, A.L., Heckman, J.J., & Kautz, T.D. (2011a). Personality psychology and economics (NBER Working Paper No. 16822). National Bureau of Economic Research. Almlund, M., Duckworth, A.L., Heckman, J.J., & Kautz, T.D. (2011a). Personality psychology and economics (NBER Working Paper No. 16822). National Bureau of Economic Research.
go back to reference Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011b). Personality psychology and economics. In E. A. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education, Vol. 4 New York, NY: North Holland. Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011b). Personality psychology and economics. In E. A. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education, Vol. 4 New York, NY: North Holland.
go back to reference Anger, S. (2013). Personality and Educational Attainment. http://www.iwaee.org/papers%20sito%202013/Anger.pdf. Anger, S. (2013). Personality and Educational Attainment. http://​www.​iwaee.​org/​papers%20sito%202013/Anger.pdf.
go back to reference Baeckman, O., & Nilsson, A. (2011). Pathways to social exclusion—A life-course study. European Sociological Review, 27(1), 107–123.CrossRef Baeckman, O., & Nilsson, A. (2011). Pathways to social exclusion—A life-course study. European Sociological Review, 27(1), 107–123.CrossRef
go back to reference Beaujean, A. A., Firmin, M. W., Attai, S., Johnson, C. B., Firmin, R. L., & Mena, K. E. (2011). Using personality and cognitive ability to predict academic achievement in a young adult sample. Personality and Individual Differences, 51, 709–714.CrossRef Beaujean, A. A., Firmin, M. W., Attai, S., Johnson, C. B., Firmin, R. L., & Mena, K. E. (2011). Using personality and cognitive ability to predict academic achievement in a young adult sample. Personality and Individual Differences, 51, 709–714.CrossRef
go back to reference Bildungsbericht 2014: Autorengruppe Bildungsberichterstattung. (2014). Education in Germany 2014: An indicator-based report including an analysis of the situation of people with special needs and disabilities. Bielefeld: Bertelsmann. https://www.bmbf.de/files/Education_in_Germany_2014.pdf. Bildungsbericht 2014: Autorengruppe Bildungsberichterstattung. (2014). Education in Germany 2014: An indicator-based report including an analysis of the situation of people with special needs and disabilities. Bielefeld: Bertelsmann. https://​www.​bmbf.​de/​files/​Education_​in_​Germany_​2014.​pdf.​
go back to reference Blossfeld, H.-P., Buchholz, S., Skopek, J., & Triventi, M. (2016). Models of secondary education and social inequality. An international comparison. Cheltenham: Edward Elgar.CrossRef Blossfeld, H.-P., Buchholz, S., Skopek, J., & Triventi, M. (2016). Models of secondary education and social inequality. An international comparison. Cheltenham: Edward Elgar.CrossRef
go back to reference Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972–1059. Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972–1059.
go back to reference Bourdieu, P. (1984). Distinction: A social critique on the judgment of taste. Cambridge, MA: Harvard University Press. Bourdieu, P. (1984). Distinction: A social critique on the judgment of taste. Cambridge, MA: Harvard University Press.
go back to reference Bowles, S., & Gintis, H. (2002). The inheritance of inequality. Journal of Economic Perspectives, 16(3), 3–30.CrossRef Bowles, S., & Gintis, H. (2002). The inheritance of inequality. Journal of Economic Perspectives, 16(3), 3–30.CrossRef
go back to reference Buchholz, S., Skopek, J., Zielonka, M., Ditton, H., Wohlkinger, F., & Schier, A. (2016). Secondary school differentiation and inequality of educational opportunity in Germany. In H.-P. Blossfeld, S. Buchholz, J. Skopek & M. Triventi (Eds.), Models of secondary education and social inequality. An international comparison (pp. 79–92). Cheltenham: Edward Elgar.CrossRef Buchholz, S., Skopek, J., Zielonka, M., Ditton, H., Wohlkinger, F., & Schier, A. (2016). Secondary school differentiation and inequality of educational opportunity in Germany. In H.-P. Blossfeld, S. Buchholz, J. Skopek & M. Triventi (Eds.), Models of secondary education and social inequality. An international comparison (pp. 79–92). Cheltenham: Edward Elgar.CrossRef
go back to reference Costa, P. T., & McCrae, R. R. (1992). Neo PI-R professional manual. Odessa, FL: Psychological Assessment Resources. Costa, P. T., & McCrae, R. R. (1992). Neo PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
go back to reference Damian, R. I., Su, R., Shanahan, M. J., Trautwein, U., & Roberts, B. W. (2014). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology. doi:10.1037/pspp0000024.PubMedCentral Damian, R. I., Su, R., Shanahan, M. J., Trautwein, U., & Roberts, B. W. (2014). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology. doi:10.​1037/​pspp0000024.PubMedCentral
go back to reference De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303–336.CrossRef De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303–336.CrossRef
go back to reference Ditton, H., & Kruesken, J. (2006). Der Übergang von der Grundschule in die Sekundarstufe I. Zeitschrift Für Erziehungswissenschaft, 9(3), 348–372.CrossRef Ditton, H., & Kruesken, J. (2006). Der Übergang von der Grundschule in die Sekundarstufe I. Zeitschrift Für Erziehungswissenschaft, 9(3), 348–372.CrossRef
go back to reference Due, P., Krolner, R., Rasmussen, M., Andersen, A., Damsgaard, M. T., Graham, H., & Holstein, B. (2011). Pathways and mechanisms in adolescence contribute to adult health inequalities. Scandinavian Journal of Public Health, 39(Suppl 6), 62–78.CrossRefPubMed Due, P., Krolner, R., Rasmussen, M., Andersen, A., Damsgaard, M. T., Graham, H., & Holstein, B. (2011). Pathways and mechanisms in adolescence contribute to adult health inequalities. Scandinavian Journal of Public Health, 39(Suppl 6), 62–78.CrossRefPubMed
go back to reference Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual Review of Sociology, 29, 541–562.CrossRef Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual Review of Sociology, 29, 541–562.CrossRef
go back to reference Featherman, D. L., & Hauser, R. M. (1978). Opportunity and change. New York, NY: Academic Press. Featherman, D. L., & Hauser, R. M. (1978). Opportunity and change. New York, NY: Academic Press.
go back to reference Ferguson, E., Heckman, J. J., & Corr, P. (2011). Personality and economics; Overview and proposed framework. Personality and Individual Differences, 51, 201–209.CrossRef Ferguson, E., Heckman, J. J., & Corr, P. (2011). Personality and economics; Overview and proposed framework. Personality and Individual Differences, 51, 201–209.CrossRef
go back to reference Gerlitz, J.-Y., & Schupp, J. (2005). Zur Erhebung der Big-Five-basierten Persönlichkeitsmerkmale im SOEP (Research Notes No. 4). Berlin: DIW. www.diw.de/documents/publikationen/73/diw_01.c.43490.de/rn4.pdf. Gerlitz, J.-Y., & Schupp, J. (2005). Zur Erhebung der Big-Five-basierten Persönlichkeitsmerkmale im SOEP (Research Notes No. 4). Berlin: DIW. www.diw.de/documents/publikationen/73/diw_01.c.43490.de/rn4.pdf.
go back to reference Grusky, D. B., & Sørensen, J. B. (1998). Can class analysis be salvaged? American Journal of Sociology, 103(5), 1187–1234.CrossRef Grusky, D. B., & Sørensen, J. B. (1998). Can class analysis be salvaged? American Journal of Sociology, 103(5), 1187–1234.CrossRef
go back to reference Hahn, E., Gottschling, J., & Smith, F. M. (2012). Short measurements of personality—Validity and reliability of the GSOEP Big Five Inventory (BFI-S). Journal of Research in Personality, 46, 355–359.CrossRef Hahn, E., Gottschling, J., & Smith, F. M. (2012). Short measurements of personality—Validity and reliability of the GSOEP Big Five Inventory (BFI-S). Journal of Research in Personality, 46, 355–359.CrossRef
go back to reference Haisken-DeNew, J. P., & Frick, J. R. (2005). Desktop companion to the German Socio-Economic Panel (SOEP). Berlin: SOEP. Haisken-DeNew, J. P., & Frick, J. R. (2005). Desktop companion to the German Socio-Economic Panel (SOEP). Berlin: SOEP.
go back to reference Heinz, W. R. (2009). Youth transitions in an age of uncertainty. In Andy Furlong (Ed.), Handbook of youth and young adulthood. New perspectives and agendas (pp. 3–13). London: Routledge. Heinz, W. R. (2009). Youth transitions in an age of uncertainty. In Andy Furlong (Ed.), Handbook of youth and young adulthood. New perspectives and agendas (pp. 3–13). London: Routledge.
go back to reference Iversen, T., & Stephens, J. (2008). Partisan politics, the welfare state and three worlds of human capital formation. Comparative Political Studies, 41(4–5), 600–637.CrossRef Iversen, T., & Stephens, J. (2008). Partisan politics, the welfare state and three worlds of human capital formation. Comparative Political Studies, 41(4–5), 600–637.CrossRef
go back to reference Kaiser, T., & Diewald, M. (2014). Social origin, conscientiousness, and school grades: Does early socialization of the characteristics orderliness and focus contribute to the reproduction of social inequality? Research in Social Stratification and Mobility, 38, 93–105.CrossRef Kaiser, T., & Diewald, M. (2014). Social origin, conscientiousness, and school grades: Does early socialization of the characteristics orderliness and focus contribute to the reproduction of social inequality? Research in Social Stratification and Mobility, 38, 93–105.CrossRef
go back to reference Kirkpatrick Johnson, M., Crosnoe, R., & Elder, Jr., G. H. (2011). Insights on adolescence from a life course perspective. Journal of Research on Adolescence, 21(1), 273–280.CrossRef Kirkpatrick Johnson, M., Crosnoe, R., & Elder, Jr., G. H. (2011). Insights on adolescence from a life course perspective. Journal of Research on Adolescence, 21(1), 273–280.CrossRef
go back to reference Klimstra, T. A., Luyckx, K., Germeijs, V., Meeus, W. H. J., & Goossens, L. (2012). Personality traits and educational identity formation in late adolescents: Longitudinal associations and academic progress. Journal of Youth and Adolescence, 41(3), 346–361. doi:10.1007/s10964-011-9734-7.CrossRefPubMed Klimstra, T. A., Luyckx, K., Germeijs, V., Meeus, W. H. J., & Goossens, L. (2012). Personality traits and educational identity formation in late adolescents: Longitudinal associations and academic progress. Journal of Youth and Adolescence, 41(3), 346–361. doi:10.​1007/​s10964-011-9734-7.CrossRefPubMed
go back to reference Lang, F. R., John, D., Lüdtke, O., Schupp, J., & Wagner, G. G. (2011). Short assessment of the big five: Robust across survey methods except telephone interviewing. Behavior Research Methods, 43(2), 548–567.CrossRefPubMedPubMedCentral Lang, F. R., John, D., Lüdtke, O., Schupp, J., & Wagner, G. G. (2011). Short assessment of the big five: Robust across survey methods except telephone interviewing. Behavior Research Methods, 43(2), 548–567.CrossRefPubMedPubMedCentral
go back to reference Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley and Los Angeles, CA: University of California Press. Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley and Los Angeles, CA: University of California Press.
go back to reference Lauterbach, W., & Fend, H. (2016). Educational mobility and equal opportunity in different German tracking systems—Findings from the LifE study. In H.-P. Blossfeld, S. Buchholz, J. Skopek & M. Triventi (Eds.), Models of secondary education and social inequality. An international comparison (pp. 93–109). Cheltenham: Edward Elgar.CrossRef Lauterbach, W., & Fend, H. (2016). Educational mobility and equal opportunity in different German tracking systems—Findings from the LifE study. In H.-P. Blossfeld, S. Buchholz, J. Skopek & M. Triventi (Eds.), Models of secondary education and social inequality. An international comparison (pp. 93–109). Cheltenham: Edward Elgar.CrossRef
go back to reference Long, J. S. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks, CA: Sage Publications. Long, J. S. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks, CA: Sage Publications.
go back to reference Lounsbury, J. W., Steel, R. P., Loveland, J. M., & Gibson, L. W. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of Youth and Adolescence, 33(5), 457–466.CrossRef Lounsbury, J. W., Steel, R. P., Loveland, J. M., & Gibson, L. W. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of Youth and Adolescence, 33(5), 457–466.CrossRef
go back to reference Lucas, R. E., & Donnellan, M. B. (2011). Personality development across the life span: Longitudinal analyses with a national sample from Germany. Journal of Personality and Social Psychology, 101(4), 847–861.CrossRefPubMed Lucas, R. E., & Donnellan, M. B. (2011). Personality development across the life span: Longitudinal analyses with a national sample from Germany. Journal of Personality and Social Psychology, 101(4), 847–861.CrossRefPubMed
go back to reference Maaz, K., & Nagy, G. (2009). Der Übergang von der Grundshule in die weiterführenden Schulen des Sekundarschulsystems: Definition, Spezifikation und Quantifizierung primärer und sekundärer Herkunftseffekte. Zeitschrift Für Erziehungswissenschaft, Sonderheft 12 (Bildungsentscheidungen), 153–182.CrossRef Maaz, K., & Nagy, G. (2009). Der Übergang von der Grundshule in die weiterführenden Schulen des Sekundarschulsystems: Definition, Spezifikation und Quantifizierung primärer und sekundärer Herkunftseffekte. Zeitschrift Für Erziehungswissenschaft, Sonderheft  12 (Bildungsentscheidungen), 153–182.CrossRef
go back to reference McAbee, S. T., & Oswald, F. L. (2013). Criterion-related validity of personality measures for predicting GPA: A meta-analytic validity competition. Psychological Assessment, 32, 532–544.CrossRef McAbee, S. T., & Oswald, F. L. (2013). Criterion-related validity of personality measures for predicting GPA: A meta-analytic validity competition. Psychological Assessment, 32, 532–544.CrossRef
go back to reference Müller, W., & Pollak, R. (2010). Weshalb gibt es so wenige Arbeiterkinder in Deutschlands Universitäten? [Why are there so few working-class children at Germany’s universities?] In R. Becker & W. Lauterbach (Eds.), Bildung als Privileg. Wiesbaden: Springer VS. Müller, W., & Pollak, R. (2010). Weshalb gibt es so wenige Arbeiterkinder in Deutschlands Universitäten? [Why are there so few working-class children at Germany’s universities?] In R. Becker & W. Lauterbach (Eds.), Bildung als Privileg. Wiesbaden: Springer VS.
go back to reference Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. 7th edn. Los Angeles, CA: Muthén & Muthén. Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. 7th edn. Los Angeles, CA: Muthén & Muthén.
go back to reference O’Connor, M. C., & Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990.CrossRef O’Connor, M. C., & Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990.CrossRef
go back to reference Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.CrossRefPubMed Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.CrossRefPubMed
go back to reference Powell, J. J. W., & Solga, H. (2011). Why are higher education participation rates in Germany so low? Journal of Education and Work, 24(1–2), 49–68.CrossRef Powell, J. J. W., & Solga, H. (2011). Why are higher education participation rates in Germany so low? Journal of Education and Work, 24(1–2), 49–68.CrossRef
go back to reference Protsch, P., & Dieckhoff, M. (2011). What matters in the transition from school to vocational training in Germany: Educational credentials, cognitive abilities or personality? European Societies, 13(1), 69–91. doi:10.1080/14616696.2010.540352.CrossRef Protsch, P., & Dieckhoff, M. (2011). What matters in the transition from school to vocational training in Germany: Educational credentials, cognitive abilities or personality? European Societies, 13(1), 69–91. doi:10.​1080/​14616696.​2010.​540352.CrossRef
go back to reference Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
go back to reference Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308.CrossRefPubMed Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308.CrossRefPubMed
go back to reference Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25.CrossRefPubMed Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25.CrossRefPubMed
go back to reference Shanahan, M. J., Bauldry, S., Roberts, B. W., Macmillan, R., & Russo, R. (2014). Personality and the reproduction of social class. Social Forces, 93(1), 209–240.CrossRef Shanahan, M. J., Bauldry, S., Roberts, B. W., Macmillan, R., & Russo, R. (2014). Personality and the reproduction of social class. Social Forces, 93(1), 209–240.CrossRef
go back to reference Shavit, Y., & Müller, W. (2000). Vocational secondary education: Where diversion and where safety net? European Societies, 2, 29–50.CrossRef Shavit, Y., & Müller, W. (2000). Vocational secondary education: Where diversion and where safety net? European Societies, 2, 29–50.CrossRef
go back to reference Sørensen, J. B. (1983). Processes of allocation to open and closed positions in social structure. Zeitschrift für Soziologie, 12(3), 203–224.CrossRef Sørensen, J. B. (1983). Processes of allocation to open and closed positions in social structure. Zeitschrift für Soziologie, 12(3), 203–224.CrossRef
go back to reference Spengler, M., Brunner, M., Damian, R. I., Lüdtke, O., Martin, R., & Roberts, B. W. (2015). Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. Developmental Psychology, 51(9), 1329–1340. doi:10.1037/dev0000025.CrossRefPubMed Spengler, M., Brunner, M., Damian, R. I., Lüdtke, O., Martin, R., & Roberts, B. W. (2015). Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. Developmental Psychology, 51(9), 1329–1340. doi:10.​1037/​dev0000025.CrossRefPubMed
go back to reference StataCorp. (2015). Stata statistical software: Release 14. College Station, TX: StataCorp LP. StataCorp. (2015). Stata statistical software: Release 14. College Station, TX: StataCorp LP.
go back to reference Swanberg, A. B., & Martinsen, Ø. L. (2010). Personality, approaches to learning, and achievement. Educational Psychology, 30, 75–88.CrossRef Swanberg, A. B., & Martinsen, Ø. L. (2010). Personality, approaches to learning, and achievement. Educational Psychology, 30, 75–88.CrossRef
go back to reference Uhlig, J., Solga, H., & Schupp, J. (2009). Bildungsungleichheiten und blockierte Lernpotenziale: Welche Bedeutung hat die Persönlichkeitsstruktur für diesen Zusammenhang? Zeitschrift Für Soziologie, 38(5), 318–440.CrossRef Uhlig, J., Solga, H., & Schupp, J. (2009). Bildungsungleichheiten und blockierte Lernpotenziale: Welche Bedeutung hat die Persönlichkeitsstruktur für diesen Zusammenhang? Zeitschrift Für Soziologie, 38(5), 318–440.CrossRef
go back to reference Vuolo, M., Mortimer, J. T., & Staff, J. (2013). Adolescent precursors of pathways from school to work. Journal of Research on Adolescence, 24(1), 145–162.CrossRefPubMedCentral Vuolo, M., Mortimer, J. T., & Staff, J. (2013). Adolescent precursors of pathways from school to work. Journal of Research on Adolescence, 24(1), 145–162.CrossRefPubMedCentral
go back to reference Wagner, G. G., Frick, J. R., & Schupp, J. (2007). The German Socio-Economic Panel study (SOEP)—scope, evolution and enhancements, Schmollers Jahrbuch. Journal of Applied Social Science Studies, 127(1), 139–169. Wagner, G. G., Frick, J. R., & Schupp, J. (2007). The German Socio-Economic Panel study (SOEP)—scope, evolution and enhancements, Schmollers Jahrbuch. Journal of Applied Social Science Studies, 127(1), 139–169.
go back to reference Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.CrossRefPubMed Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.CrossRefPubMed
go back to reference Weeden, K. (2002). Why do some occupations pay more than others? Social closure and earnings inequality in the United States. American Journal of Sociology, 108(1), 55–101.CrossRef Weeden, K. (2002). Why do some occupations pay more than others? Social closure and earnings inequality in the United States. American Journal of Sociology, 108(1), 55–101.CrossRef
go back to reference Witte, J. C., & Kalleberg, A. L. (1995). The fit between vocational education and employment in the German labour market. European Sociological Review, 11(3), 293–317.CrossRef Witte, J. C., & Kalleberg, A. L. (1995). The fit between vocational education and employment in the German labour market. European Sociological Review, 11(3), 293–317.CrossRef
Metagegevens
Titel
Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany
Auteurs
Renee Ryberg
Shawn Bauldry
Michael A. Schultz
Annekatrin Steinhoff
Michael Shanahan
Publicatiedatum
13-07-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 10/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-017-0704-6

Andere artikelen Uitgave 10/2017

Journal of Youth and Adolescence 10/2017 Naar de uitgave