TY  - JOUR
ID  - discovery1546444
N2  - This study examined the co-development of educational expectations and effort (conceptualized as indicators of individual agency) during secondary school and assessed their role as predictors of academic success, controlling for prior academic attainment and parental social background. Drawing on data collected for the Longitudinal Study of Young People in England (LSYPE), a nationally representative sample, the findings suggest reciprocal effects between expectations and effort, shaped by family SES and prior academic attainment. Agency is not a static construct, it is not fully determined by family SES and students adapt their functioning and choices in response to informative feedback loops.
SN  - 1542-7617
UR  - http://doi.org/10.1080/15427609.2017.1305808
JF  - Research in Human Development
A1  - Schoon, I
A1  - Ng-Knight, T
TI  - Co-Development of Educational Expectations and Effort: Their Antecedents and Role as Predictors of Academic Success
EP  - 176
VL  - 14
AV  - public
Y1  - 2017/04/14/
SP  - 161
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
IS  - 2
ER  -