Occupation aspirations, education investment, and cognitive outcomes: Evidence from Indian adolescents

Ross, Phillip H.

doi:10.1016/j.worlddev.2019.104613

Cited by 38 publications

(37 citation statements)

References 36 publications

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“…Besides the analysis presented here, we are aware of only two working papers that explicitly test the hypothesized inverse-U hypothesis between aspirations and future-oriented behavior. Ross (2016) and Sierneels and Dercon (2014) both proceed from the same body of theoretical work that we consider here and examine a related set of outcomes: the relationship between parents' aspirations for children's education and educational attainment. Both papers provide some support for the inverse-U hypothesis between education aspirations and educational attainment.…”

Section: Empirical Evidence Of Aspirations Failurementioning

confidence: 99%

Aspirations failure and formation in rural Nepal

Janzen

Magnan

Sharma³

et al. 2017

Journal of Economic Behavior & Organization

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Aspirations, or a lack thereof, have recently gained the attention of economists as a behavioral constraint to future-oriented behavior and investment. In this paper we empirically test the theories of aspirations failure and formation articulated in Appadurai (2004), Ray (2006), and Genicot and Ray (2015) using a unique dataset from rural Nepal. We ask two questions: (1) What is the relationship between aspirations and future-oriented behavior? and (2) To what extent are an individual's aspirations associated with the observable characteristics of those around her? We find that aspirations correspond with future-oriented economic behavior as predicted by theory: investment in the future increases with aspirations up to a certain point, but if the gap between one's current status and aspirations becomes too large, investment subsequently declines. We also find that one's aspirations are associated with outcomes of those in her social network of higher, but not lower, status. Together these findings provide empirical evidence that aspirations, which may be a social phenomenon, can either stimulate development or reinforce poverty. Recent theoretical work has revealed a complex relationship between aspirations, investment, and poverty (

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Section: Empirical Evidence Of Aspirations Failurementioning

confidence: 99%

Aspirations failure and formation in rural Nepal

Janzen

Magnan

Sharma³

et al. 2017

Journal of Economic Behavior & Organization

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“…Other models of socially determined aspirations have also been developed by Stark (2006) and Bogliacino and Ortoleva (2013). Evidence in support of the U-shaped relationship between aspirations and effort, as well as the social dimensions of aspirations, has been found in Nepal, India, and Ethiopia (Janzen et al 2017;Mekonnen 2016;Ross 2019) An important question is who enters into an individual's aspiration window. A person's peers and neighbours certainly go into the window, with 'keeping up with the Joneses' effects widely documented (Bursztyn et al 2014;Galiani et al 2018).…”

Section: Aspiration Windowsmentioning

confidence: 99%

Social networks, role models, peer effects, and aspirations

Mania¹,

Riley²

2019

WIDER Working Paper

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“…According to German scholars, "teaching financial literacy among adolescents is important because they are in contact with money, financial products and services earlier and earlier" [6]. Indian scientists are concerned about the problems of "empowering women in access to human and physical capital" [7]. At the same time, the authors note, that "the probability of completion of primary education in the first generation leads to improved access to bank accounts, a decrease in fertility, and the influence of the second generation on education is manifested in the use of more time on health and material wealth control."…”

Section: Introductionmentioning

confidence: 99%

Educational Potential as a Basis for Increasing the Country’s Competitiveness

Kuznetsova¹

2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

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The transformational processes taking place in the educational system of the Russian Federation should favor a positive formation of professional competencies and competitive advantages of young people. Increasing the level of education of the population hypothetically should contribute to the growth of labor productivity, reduce labor intensity and save time. The relevance of the research topic is due to the fact that the main basis for the growth of labor productivity, the development of innovations, equipment and technologies, and the increase in the competitiveness of manufactured products is the strengthening of educational potential. The study is based on the use of monographic, statistical, tabular and graphical methods of analysis of the modern education system. The results allow us to conclude that the differentiation of the quality of knowledge and professional competencies is determined by the basic conditions of the socioeconomic well-being of families (income, status, social origin, system of moral values and others). The problem of provision of educational institutions in rural areas is especially acute. The reduction in the number of preschool and low motivation for labor in the education system and scientific activity can be the main destructive force of the domestic education system.

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Occupation aspirations, education investment, and cognitive outcomes: Evidence from Indian adolescents

Cited by 38 publications

References 36 publications

Aspirations failure and formation in rural Nepal

Aspirations failure and formation in rural Nepal

Social networks, role models, peer effects, and aspirations

Educational Potential as a Basis for Increasing the Country’s Competitiveness

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