The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School.

Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (M = 10.

Higher education non-completion, employers, and labor market integration: Experimental evidence.

Theories of job assignment suggest that employers give a lot of weight to achieved educational credentials. But what if credentials are missing? We theorize how college non-completion affects the hiring chances, identify its causal effect in different labor market segments, and assess which factors facilitate labor market entry for dropouts. Based on a simulated hiring process with N = 1382 German employers who rated more than 10,000 fictitious CVs, we show that college non-completion is not a scar per se, but rather depends on the educational attainment of the competitors who constitute the labor queue, and on the degree of occupational closure which varies on a granular level between firms that hire for the same occupations.

Social disparities in students' intention to enter higher education during the COVID-19 pandemic.

Research consistently shows that students from academic households are more likely to enter higher education than students from non-academic households. These inequalities are only secondarily due to differences in performance (i.e.