Expectation Formation for All? Group Differences in Student Response to Signals about Academic Performance
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Theories of adolescent expectation formation hypothesize that socially and academically disadvantaged students are less responsive to signals about their academic performance when forming educational expectations. To test this hypothesis, I examine variation in student responses to new information about their academic performance by a rich set of background characteristics. I find little support for the hypothesis. In contrast, low-SES students who are high performing or come from supportive home environments appear to be the most responsive to new information about their academic performance. I discuss the implications of this finding for research on expectation formation among adolescents.
Originalsprog | Engelsk |
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Tidsskrift | The Sociological Quarterly |
Vol/bind | 60 |
Udgave nummer | 4 |
Sider (fra-til) | 716-737 |
ISSN | 0038-0253 |
DOI | |
Status | Udgivet - 2019 |
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