scholarly journals Measuring social origins and educational attainment in the Longitudinal Study of Young People in England (LSYPE), [Waves 1–8]

2020 ◽  
Author(s):  
Yizhang Zhao ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Educational Achievement ◽  
Secondary Effects ◽  
Social Origins ◽  
New Approach ◽  
University Of Oxford ◽  
Key Variables ◽  
Parental Class

This Data Note has been prepared for the research project ‘Primary and Secondary Effects of Social Origins on Educational Attainment: A New Approach’, conducted at the Department of Social Policy and Intervention, University of Oxford. The purpose of this project is to examine how different components of social origins affect people’s educational achievement and attainment. To achieve this aim, we use data from the Longitudinal Study of Young People in England (LSYPE) and the National Pupil Database (NPD). This document describes the construction of key variables that have been be used in the project. Specifically, it provides information on the focal independent variables – parental class, status, education and income – as recorded in the LSYPE survey, as well as the dependent variable(s) of educational achievement and attainment, as recorded in the National Pupil Database (NPD) and the latest available wave of the LSYPE survey.

scholarly journals PRIMARY AND SECONDARY EFFECTS OF SOCIAL ORIGINS ON EDUCATIONAL ATTAINMENT: NEW FINDINGS FOR ENGLAND

2020 ◽  
Author(s):  
Erzsebet Bukodi ◽  
John H Goldthorpe ◽  
Yizhang Zhao
Keyword(s):  
Young People ◽  
Educational Attainment ◽  
Parental Education ◽  
Relative Importance ◽  
Educational Transitions ◽  
Secondary Effects ◽  
Social Origins ◽  
Parental Income ◽  
Primary And Secondary Effects ◽  
Parental Class

We aim to bring together two strands of existing research into inequalities in individuals’ educational attainment associated with their social origins: that into the relative importance of the primary and secondary effects of social origins; and that into the relative importance of different components of social origins, indicative of different kinds of parental resources. Our main findings are the following. The secondary effects of social origins – their effects via the educational choices that young people make given their prior academic performance – are clearly operative across five key educational transitions within the English educational system. More specifically, we estimate that 35% of the total effect of social origins is secondary in the earliest transition we consider, and from 15-20% in the subsequent four. Further, mediation analyses reveal that secondary effects are most strongly associated with parental education and then to a lesser degree with parental status, while little association exists with parental class and none at all with parental income. Primary effects are also at all transitions most strongly associated with parental education and status but in this case both parental class and parental income do retain some importance. Finally, secondary effects on educational transitions appear to be top-driven. There is a clear tendency for their importance to be greater in the case of young people with highly educated, professional parents as compared with those of all other social backgrounds. We suggest an explanation for our empirical findings as resulting largely from the concern of such parents and their children to avoid the occurrence of downward intergenerational mobility, especially in terms of education and status.

scholarly journals Measuring social origin, cognitive ability and educational attainment in the Longitudinal Study of Young People in England (LSYPE)

2020 ◽  
Author(s):  
Mollie Bourne ◽  
Bastian Andreas Betthäuser ◽  
Erzsebet Bukodi
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Parental Education ◽  
Descriptive Statistics ◽  
Social Origin ◽  
Education Class ◽  
Key Variables ◽  
Class Status

This data note presents and discussed descriptive statistics of the key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in the Longitudinal Study of Young People in England (LSYPE). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study

2020 ◽  
pp. 1-29
Author(s):  
Fiona Cram ◽  
Tanya Samu ◽  
Reremoana Theodore ◽  
Rachael Trotman
Keyword(s):  
Social Media ◽  
Longitudinal Study ◽  
Young People ◽  
Data Collection ◽  
Extracurricular Activities ◽  
Educational Achievement ◽  
Educational Success ◽  
The Future ◽  
Main Barrier ◽  
Education Initiative

From 2009 to 2014 Foundation North, a philanthropic trust serving Auckland and Northland, funded a Māori and Pacific Education Initiative (MPEI) designed to facilitate Māori and Pacific students’ educational achievement. The longitudinal study, Ngā Tau Tuangahuru, described here was funded in late 2014 to explore what happened next for families and students who had been involved in MPEI initiatives, with a focus on family success and student educational success. The first data collection round of this study took place in 2017, and 69 families were interviewed. This article examines what the 35 Māori whānau (56 individuals) said about family success and about supporting the success of young people in their whānau. For many whānau, success embodied happiness, collective wellbeing, and good whānau relationships, alongside education and having a plan for the future. This success was most often hampered by financial restrictions. Whānau wanted young people to be achieving in education, working hard, and engaged in extracurricular activities. Getting distracted by outside influences (e.g., social media) was seen as the main barrier to young people’s success. Implications from this study for the evaluation of initiatives designed to support whānau success are presented.

scholarly journals Comparative Data Note: Harmonising the measurement of social origin, cognitive ability and educational attainment across the National Child Development Study (NCDS), the British Cohort Study (BCS70), the Longitudinal Study of Young People in England (LSYPE), and the Avon Study of Parents and Children (ALSPAC)

2020 ◽  
Author(s):  
Bastian Andreas Betthäuser ◽  
Mollie Bourne ◽  
Erzsebet Bukodi
Keyword(s):  
Cohort Study ◽  
Longitudinal Study ◽  
Child Development ◽  
Young People ◽  
Educational Attainment ◽  
Cognitive Ability ◽  
Social Origin ◽  
National Child Development Study ◽  
Parents And Children ◽  
British Cohort Study

The data note presents and discusses descriptive statistics comparing key variables on individuals’ social origin, cognitive ability and educational attainment that have been constructed based on the information contained in four different data sets: National Child Development Study (NCDS), 1970 British Cohort Study (BCS70), Longitudinal Study of Young People in England (LSYPE) and Avon Study of Parents and Children (ALSPAC). The main sets of variables presented are (1) measures of respondents’ cognitive ability in childhood, (2) parental education, class, status and income, and (3) respondents’ highest qualification and measures indicating whether respondents have crossed different educational qualification thresholds.

scholarly journals Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1000 ◽  
Author(s):  
Daniel Falla ◽  
Rosario Ortega-Ruiz ◽  
Eva M. Romera
Keyword(s):  
Longitudinal Study ◽  
Young People ◽  
Moral Disengagement ◽  
Risky Behaviour ◽  
Online Bullying ◽  
Final Sample ◽  
Longitudinal Association ◽  
Online Behaviour ◽  
Responsible Behaviour ◽  
Fine Distinction

The internet is an area where young people establish relationships and develop socially, emotionally and morally, but it also gives rise to certain forms of online behaviour, such as cybergossip, which are associated with cyberaggression and other risky behaviour. The aims of this study were to verify whether a longitudinal association exists between cybergossip and cyberaggression, and to discover which mechanisms of moral disengagement may mediate this relationship. The final sample consisted of 1392 students (50% girls; Mage = 13.47; SD = 0.77), who were surveyed in a three-wave longitudinal study at six-month intervals. The results obtained confirmed a direct, positive relationship between cybergossip, subsequent cyberaggression and the mediation exerted by cognitive restructuring in this transition. We discuss the importance of recognizing and detecting the fine distinction between online gossip and cyberaggression with the intention of doing harm, and focus on the justifications used by young people to normalize online bullying. To sum up, there is a clear need to encourage ethical, responsible behaviour in online interactions in order to achieve well-balanced, more sustainable relationships in classrooms.

scholarly journals The Consequences of the 1959–1961 Chinese Famine for Educational Attainment

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Margaret J. Lay ◽  
Johannes Norling
Keyword(s):  
Twentieth Century ◽  
Longitudinal Study ◽  
Educational Attainment ◽  
Geographical Variation ◽  
Middle Part ◽  
Place Of Residence ◽  
Intensity Information

AbstractThis paper finds that the Great Chinese Famine of 1959–1961 reduced lifetime educational attainment by up to 3.8 years for people who lived in areas most severely hit by the famine. Using geographical variation in famine intensity, information about place of residence during the famine, and educational attainment recorded in the China Health and Retirement Longitudinal Study, the paper demonstrates that the decline in educational attainment was particularly sharp for women. This decline interrupted substantial gains in schooling achieved in China during the middle part of the twentieth century.

Clinical, behavioural and social indicators for poor glycaemic control around the time of transfer to adult care: a longitudinal study of 126 young people with diabetes

2017 ◽  
Vol 34 (5) ◽  
pp. 667-675 ◽  
Author(s):  
P. Castensøe-Seidenfaden ◽  
A. K. Jensen ◽  
H. Smedegaard ◽  
E. Hommel ◽  
G. R. Husted ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Glycaemic Control ◽  
Young People ◽  
Social Indicators ◽  
Adult Care ◽  
Poor Glycaemic Control
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