Students’ academic self-perception |
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Authors: | Arnaud Chevalier Steve Gibbons Andy Thorpe Martin Snell Sherria Hoskins |
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Institution: | 1. Royal Holloway, University of London, Department of Economics, Egham TW20 0EX, England, United Kingdom;2. London School of Economics, Centre for Economic Performance, London WC2A 2AE, England, United Kingdom;3. IZA, Schaumburg-Lippe-Str. 5-9, D-53113 Bonn, Germany;4. London School of Economics, Department of Geography, London WC2A 2AE, England, United Kingdom;5. Department of Economics, University of Portsmouth, Portsmouth PO1 3DE, England, United Kingdom;6. Department of Psychology, University of Portsmouth, Portsmouth PO1 2DY, England, United Kingdom |
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Abstract: | Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students’ misperception of their own and other's ability, thereby increasing the expected costs to studying. Amongst high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students’ characteristics. University students are also poor at estimating their own test performance and over-estimate their predicted test score. However, females, White and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students. |
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Keywords: | Test performance Self-assessment Higher education participation Academic self-perception |
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