ERIC Number: EJ1003618
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 0
Stutter-Step Models of Performance in School
Morgan, Stephen L.; Leenman, Theodore S.; Todd, Jennifer J.; Kentucky; Weeden, Kim A.
Social Forces, v91 n4 p1451-1474 Jun 2013
To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titles, the listing of multiple jobs, and the listing of multiple jobs with divergent characteristics. The educational requirements of detailed jobs, as specified in the Department of Labor's Occupational Information Network database, are then matched to all jobs that students list within their plans. Students with uncertain beliefs about their occupational futures are then shown to have lower levels of commitment to and performance in school. These results support the conjecture that uncertainty about the future has consequences for the short-run behavior that determines important educational outcomes, beyond the effects that are commonly attributed to existing models of performance.
Descriptors: Outcomes of Education, Occupational Information, Career Exploration, Information Networks, Academic Achievement, High School Students, Beliefs, Models
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: firstname.lastname@example.org; Web site: http://www.oxfordjournals.org/our_journals/sf
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A