Explaining Participation Differentials in Dutch Higher Education: The Impact of Subjective Success Probabilities on Level Choice and Field Choice

Abstract

Nijmegen. His research interests include: consequences of social mobility on ethnic antagonism, the impact of the direct living environment on ethnic antagonism and social cohesion, and educational inequality.

Talented But Unaware? An Analysis of the Role of Self-Assessment in Educational Transition

“…These results suggest that a soft skill (such as recognizing one's own abilities) can have a longlasting impact on educational career. Our findings are consistent with those of Tolsma, Need and de Jong (2010), who found success probability a significant explanatory mechanism in participation in Dutch higher education. Similarly to that finding, we also found significant status differences even after controlling for self-assessment, which suggests that unexplained status differences cannot entirely be attributed to differences in self-assessment.…”

Sticky assessments – the impact of teachers’ grading standard on pupils’ school performance

“…Filippin and Paccagnella (2011) showed in their model that those who initially overestimate their abilities (a sign of self-confidence) will follow more ambitious educational paths and can accumulate more knowledge than those with low self-confidence, who underestimate their ability. Positive self-assessment (knowledge about own ability) translates into the choice of demanding education at the secondary level (Keller 2014), and perceived probability of success increases the decision to choose to go on to tertiary education (Keller and Neidhöfer 2014;Tolsma, Need, and de Jong 2010).…”

Ahead of the pack? Explaining the unequal distribution of scholarships in Germany

“…Students can rely on their knowledge and may be more persuaded of their own abilities. Indeed, it has been found that students with a high social origin are more convinced that they will successfully complete HE (Tolsma, Need, and de Jong 2010). Thus, it may be that students from the lower classes may underestimate their success probabilities.…”