"Holding on" or "Coming to Terms" with Educational Underachievement: A Longitudinal Study of Ambition and Attainment

Autor/inn/en	Uno, Mayumi; Mortimer, Jeylan T.; Kim, Minzee; Vuolo, Michael
Titel	"Holding on" or "Coming to Terms" with Educational Underachievement: A Longitudinal Study of Ambition and Attainment
Quelle	In: New Directions for Child and Adolescent Development, (2010) 130, S.41-56 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.280
Schlagwörter	Underachievement; Longitudinal Studies; Academic Aspiration; Educational Attainment; Incidence; Academic Persistence; Goal Orientation; Family Characteristics; Work Experience; Self Esteem; Minnesota + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsabschluss; Bildungsgut; Vorkommen; Zielorientierung; Zielvorstellung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Self-esteem; Selbstaufmerksamkeit
Abstract	Given mounting aspirations to graduate from college and pervasive difficulties in obtaining a four-year degree, growing numbers of young people in the United States have become "underachievers." Using data from the ongoing Youth Development Study, the authors examine the prevalence of "holding on" and "letting go" of high aspirations and the precursors of these states as youth move from high school through their mid-twenties. They find that advantage stemming from the family of origin and changing occupational circumstances engender persistence or reappraisal of earlier educational goals. (Contains 3 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10