| By: |
Rebecca Edwards (University of Sydney);
Rachael Gibson (University of Sydney);
Colm Harmon (University of Edinburgh & IZA Bonn);
Stefanie Schurer (University of Sydney) |
| Abstract: |
We study the role of non-cognitive skills (NCS) in university readiness and
performance of first-in-family students (FIFS) using both nationally
representative survey data and linked survey-administrative data on an
incoming student cohort at a leading Australian university. In both data
sources we find that FIFS enter university with lower cognitive skills (-0.3
SD), but with the same NCS as non-FIFS. FIFS have 0.24 SD lower grade-point
averages (GPA) and are up to 50 percent more likely to drop-out after Year 1
than non-FIFS. Yet, FIFS catch up with non-FIFS by the end of Year 2.
Conscientiousness, Extraversion, Openness (when adjusting for measurement
error with anchoring vignettes), and Locus of Control (when allowing for
non-linearities) are predictive of GPA. High levels of Conscientiousness
offset FIFS performance penalties; low levels exacerbate them, especially when
controlling for measurement error. Our findings accentuate the importance of
NCS as facilitator of educational mobility. |
| Keywords: |
Non-cognitive skills, university performance, socioeconomic gradient in education, first-in-family, linked survey and administrative data, anchoring vignettes. |
| JEL: |
A22 J24 |
| Date: |
2021–03 |
| URL: |
https://d.repec.org/n?u=RePEc:ucl:cepeow:21-03&r=all |