Can Locus of Control Compensate for Socioeconomic Adversity in the Transition from School to Work?

Ng‐Knight, Terry; Schoon, Ingrid

doi:10.1007/s10964-017-0720-6

Cited by 56 publications

(43 citation statements)

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“…When considering the potential compensatory role of agency-related capacities with regard to the effects of social origin on ultimate social status attained in adulthood, previous social science research has identified three different processes involving independent, cumulative, and compensatory effects (Damian et al 2015;Ng-Knight and Schoon 2017;Shanahan et al 2014;Schoon and Lyons-Amos 2017). The evidence so far is focused on the role of broad personality indicators (not discussed here), with some evidence also being available regarding the role of intentions, expectations and values, which are summarized here.…”

Section: Can Individual Agency Overcome Social Constraints?mentioning

confidence: 99%

“…Fourth, access to socio-economic resources, which in turn is shaped by social background, determines the extent to which agency can be mobilized and realized. Agency is less effective in situations where the socio-economic risks are over-powering (Duckworth and Schoon 2012;Ng-Knight and Schoon 2017). Parents in higher social positions generally have more access to financial, cultural and social resources that enable them to support the aspirations of their offspring (Evans 2002;Shanahan 2000;Schoon 2010Schoon , 2012.…”

Section: To What Extent and Under Which Circumstances Can Agency Be Mmentioning

confidence: 99%

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Conceptualizing Individual Agency in the Transition from School to Work: A Social-Ecological Developmental Perspective

2019

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This article addresses the ongoing debate on the role of agency and structure in shaping the transition from school to work. Drawing on theories of life-course sociology and lifespan psychology an integrated social-ecological developmental approach is presented, conceptualizing individual agency as a relational and intentional process that evolves through interactions with the wider socio-cultural context. Agency is understood as a multi-dimensional construct, influenced by multiple proximal and distal social circumstances that channel the manifestation of agency by offering distinct transition pathways. The article specifies the ways how social structures support and constrain the development of agency, and asks if individual agency can overcome social constraints, and to what extent and in what circumstances can agency be most effective? It is argued that agency is most influential (a) when social structures are flexible, enabling switching between tracks; (b) during critical windows of opportunity, such as during transitions from one educational track to another or from education into paid employment; (c) in situations when individuals leave a pre-structured path; (d) when intentions are closely matched to individual competencies; and (e) when socioeconomic disadvantage is not overpowering. The analysis presented in this paper should enable researchers to expand and deepen their understanding of the role of structure and agency in shaping school-to-work transitions and inform empirical research on the topic.

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Section: Can Individual Agency Overcome Social Constraints?mentioning

confidence: 99%

Section: To What Extent and Under Which Circumstances Can Agency Be Mmentioning

confidence: 99%

Conceptualizing Individual Agency in the Transition from School to Work: A Social-Ecological Developmental Perspective

2019

Self Cite

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“…while individuals' locus of control may affect their educational attainment only indirectly, through study behavior, motivations, and aspirations. However, given the existing evidence that locus of control significantly affects individuals' labor market behavior and outcomes (see, e.g., Caliendo et al, 2015;Ng-Knight & Schoon, 2017;Osborne Groves, 2005), one may expect locus of control to play a more important role in mediating the parental class effect on individuals' labor market position. Conversely, the role of cognitive ability in mediating the parental class effect on individuals' social class position may be smaller than with respect to educational attainment, given that employers are likely to gauge applicants' cognitive ability mainly based on their level of education (Gottfredson, 1985).…”

Section: Me Thods and Re Sultsmentioning

confidence: 99%

Understanding the mobility chances of children from working‐class backgrounds in Britain: How important are cognitive ability and locus of control?

Betthäuser

Bourne

Bukodi

2020

British Journal of Sociology

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Research in social stratification has shown that children from working‐class backgrounds tend to obtain substantially lower levels of educational attainment and lower labor market positions than children from higher social class backgrounds. However, we still know relatively little about the micro‐level processes that account for this empirical regularity. Our study examines the roles of two individual‐level characteristics—cognitive ability and locus of control—in mediating the effect of individuals’ parental class background on their educational attainment and social class position in Britain. We find that cognitive ability mediates only about 35% of the total parental class effect on educational attainment and only about 20% of the total parental class effect on respondents’ social class position, net of their educational attainment. These findings contradict existing claims that differences in the life chances of children from different social class backgrounds are largely due to differences in cognitive ability. Moreover, we find that although individuals’ locus of control plays some role in mediating the parental class effect, its role is substantially smaller than the mediating role of cognitive ability. We measure individuals’ social class positions at different points in their careers—at labor market entry and at occupational maturity—and find that the mediating roles of cognitive ability and locus of control are remarkably stable across individuals’ working lives.

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“…The significant distribution in the effectiveness of the projects analyzed by Heckman, including negative values, points to the lack of readily available and tested solutions on the part of the education community for fostering noncognitive skills (especially among older children and teenagers). It is therefore easier to figure out how to stimulate self-sufficiency, grit, and other such traits in individuals than it is to adapt education systems towards developing personality traits [Ng-Knight, Schoon, 2017]. The leading research centers are working hard towards developing corresponding metrics but are still far from reaching this goal.…”

Section: New Findings In the Study Of Human Capital And Their Impact mentioning

confidence: 99%

Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice

Kuzminov

Sorokin

Froumin

2019

Foresight and STI Governance

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H uman capital theory in recent decades has become the basis for educational policy in many developed countries. Expert discussions, however, often undervalue research findings and developments related to this theory that since the 1970s have consistently enriched understanding of how human capital contributes to personal well-being and socioeconomic development of society as a whole. Educational policy lags behind these elaborations, which leads to a decline in the impact of education upon development worldwide. In the 21st century, fundamentally new trends in socioeconomic dynamics pose unprecedented challenges for educational systems around the world, including Russia. Despite the quantitative growth of money and time spent on education, performance per unit of education costs has fallen. The human potential, created by education, is facing more and more difficulties in its capitalization: economic growth is slowing down at both at the country level and globally. This situation brings to life new attempts to claim insignificance of education for economic growth and for individual success. So far, these attempts have not been very influential in educational policy, but in many countries, such arguments already serve as a backdrop for budget decisions that are detrimental for education. Educational systems need to complement practices that contribute to the development of human capital. In this regard, several theoretical elaborations that have not yet became part of the mainstream discussion on human capital, could be helpful for understanding the role of human capital in socioeconomic progress and possible ways to improve it in the short and long term.

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Can Locus of Control Compensate for Socioeconomic Adversity in the Transition from School to Work?

Cited by 56 publications

References 55 publications

Conceptualizing Individual Agency in the Transition from School to Work: A Social-Ecological Developmental Perspective

Conceptualizing Individual Agency in the Transition from School to Work: A Social-Ecological Developmental Perspective

Understanding the mobility chances of children from working‐class backgrounds in Britain: How important are cognitive ability and locus of control?

Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice

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