Do high aspirations lead to better outcomes? Evidence from a longitudinal survey of adolescents in Peru

Abstract

Using a novel panel survey of relatively poor urban Peruvian adolescents, we explore the link between educational aspirations and propensity to invest in the future. Aspirations comprise hope and agency. We find remarkably high educational aspirations, even among relatively poor individuals and adolescents who were exposed to negative shocks, suggesting high levels of resilience. We also find high occupational aspirations and aspirations to migrate. High-aspiration respondents were also more likely to invest in their education and avoid risky behaviors. These are associations as we do not have enough data to establish causality, although we were able to control for within-person traits. Aspirations are stable over time and positively associated with personality traits such as self-efficacy and life satisfaction, which help explain their persistence over time. Our findings complement those of other recent studies that highlight the role of personality traits in addition to cognitive skills in long-term educational, health, and socioeconomic outcomes.

Mental health among adolescents exposed to social inequality in Latin America and the Caribbean: a scoping review

“…More recently, this concept has been expanded to the consumption of goods and services ( 71 ). However, the essential definition of poverty recognizes it as a fundamental life condition that affects social, economic, and environmental relations and determines the degree of social inequality ( 20 , 39 , 40 , 47 , 54 , 57 – 59 , 61 , 62 , 65 , 68 , 71 – 74 ).…”

“…Moreover, a number of studies have reported that poor infrastructure is characteristic for social vulnerability. Two studies point out that neighborhoods dominated by low social status presented hazardous life circumstances which included residences in a precarious state of repair and with insufficient rooms and thus hindering privacy, lack of piped water, sewage, and electricity as well as inadequate garbage collection ( 68 , 75 ). Poor infrastructure is also related to lack of public transportation, besides leisure, education and health centers ( 39 , 47 , 58 ).…”

“…Furthermore, increased poverty and perceived social exclusion were associated with lower self-esteem, perception of having less social support, and feelings of isolation and intimidation ( 37 , 38 , 58 , 65 ) as well as feelings of unfairness, frustration, disrespect, anger, and hopelessness ( 42 , 59 , 69 ). In general, lack of opportunities and sometimes also of information hindered adolescents to follow their life projects and aspirations for a better future (better conditions than those of their caregivers) ( 65 , 68 , 71 ).…”

“…The second dimension is psychological or eudaemonic well-being. Adolescents facing conditions of poverty, poor infrastructure, limited educational opportunities, and unemployment confront significant challenges in fostering hope for the future and realizing their personal aspirations ( 68 , 70 ). This is comparable to adolescents from other regions in the world.…”

deficiencia de las instituciones educativas peruanas y el bajo rendimiento académico de los estudiantes peruanos

“…A ello se agrega la falta de esperanza en cuanto a desarrollo y al logro del éxito. Esto es, al parecer existe una frustración aspiracional que parte de la impotencia de no poder obtener las condiciones necesarias y la lucha constante con los problemas psicológicos y familiares de los estudiantes (Graham, 2023). En consecuencia, a estas actitudes, el joven empieza a dejar el estudio por no obtener interés de ello y concentrarse en otras cosas de su interés, sea los medios de entretenimiento, véase, YouTube, videojuegos, en otros.…”