| Original language | English |
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| Pages (from-to) | 74-83 |
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| Number of pages | 10 |
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| Journal | Journal of Adolescence |
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| Volume | 89 |
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| DOIs | |
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| Published | 23 Apr 2021 |
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Funding Information:
Ingrid Schoon acknowledges funding from the UK Economic and Social Research Council (grant numbers ES/T001526/1 and ES/V01577X/1 ). Kaspar Burger acknowledges funding from the European Union's Horizon 2020 research and innovation program under the Marie Skłodowska-Curie Grant Agreement No. 79180 .
Publisher Copyright:
© 2021
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
Introduction
This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students.
Methods
The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors.
Results
Educational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental co-agency played a significant role - highlighting the importance of parents in supporting upward educational mobility of their children.
Conclusions
Multiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success.