Rational Action Theory and Educational Attainment. Changes in the Impact of Economic Resources

2007 ◽  
Vol 24 (1) ◽  
pp. 1-17 ◽  
Author(s):  
M. N. Hansen
Keyword(s):  
Educational Attainment ◽  
Action Theory ◽  
Economic Resources ◽  
Rational Action ◽  
The Impact

scholarly journals Polygenic burden has broader impact on health, cognition, and socioeconomic outcomes than most rare and high-risk copy number variants

2021 ◽  
Author(s):  
Elmo Christian Saarentaus ◽  
Aki Samuli Havulinna ◽  
Nina Mars ◽  
Ari Ahola-Olli ◽  
Tuomo Tapio Johannes Kiiskinen ◽  
...  
Keyword(s):  
High Risk ◽  
Educational Attainment ◽  
Household Income ◽  
Copy Number ◽  
Copy Number Variants ◽  
Well Being ◽  
Subjective Health ◽  
Polygenic Risk Score ◽  
The Impact ◽  
Health Cognition

AbstractCopy number variants (CNVs) are associated with syndromic and severe neurological and psychiatric disorders (SNPDs), such as intellectual disability, epilepsy, schizophrenia, and bipolar disorder. Although considered high-impact, CNVs are also observed in the general population. This presents a diagnostic challenge in evaluating their clinical significance. To estimate the phenotypic differences between CNV carriers and non-carriers regarding general health and well-being, we compared the impact of SNPD-associated CNVs on health, cognition, and socioeconomic phenotypes to the impact of three genome-wide polygenic risk score (PRS) in two Finnish cohorts (FINRISK, n = 23,053 and NFBC1966, n = 4895). The focus was on CNV carriers and PRS extremes who do not have an SNPD diagnosis. We identified high-risk CNVs (DECIPHER CNVs, risk gene deletions, or large [>1 Mb] CNVs) in 744 study participants (2.66%), 36 (4.8%) of whom had a diagnosed SNPD. In the remaining 708 unaffected carriers, we observed lower educational attainment (EA; OR = 0.77 [95% CI 0.66–0.89]) and lower household income (OR = 0.77 [0.66–0.89]). Income-associated CNVs also lowered household income (OR = 0.50 [0.38–0.66]), and CNVs with medical consequences lowered subjective health (OR = 0.48 [0.32–0.72]). The impact of PRSs was broader. At the lowest extreme of PRS for EA, we observed lower EA (OR = 0.31 [0.26–0.37]), lower-income (OR = 0.66 [0.57–0.77]), lower subjective health (OR = 0.72 [0.61–0.83]), and increased mortality (Cox’s HR = 1.55 [1.21–1.98]). PRS for intelligence had a similar impact, whereas PRS for schizophrenia did not affect these traits. We conclude that the majority of working-age individuals carrying high-risk CNVs without SNPD diagnosis have a modest impact on morbidity and mortality, as well as the limited impact on income and educational attainment, compared to individuals at the extreme end of common genetic variation. Our findings highlight that the contribution of traditional high-risk variants such as CNVs should be analyzed in a broader genetic context, rather than evaluated in isolation.

Effect of education on migration decisions in Ghana: a rural-urban perspective

2016 ◽  
Vol 43 (2) ◽  
pp. 336-356 ◽  
Author(s):  
Franklin Amuakwa-Mensah ◽  
Louis Boakye-Yiadom ◽  
William Baah-Boateng
Keyword(s):  
Educational Attainment ◽  
Rural Areas ◽  
Migration Decision ◽  
Skilled Workers ◽  
Mixed Effect ◽  
Content Type ◽  
Rural And Urban ◽  
Migration Decisions ◽  
Negative Effect ◽  
The Impact

Purpose – The purpose of this paper is to investigate the effect of education on migration decisions focusing on rural and urban in-migrants by comparing the 2005/2006 and 2012/2013 rounds of the Ghana Living Standards Survey (GLSS5 and GLSS6). After correcting for selectivity bias, the authors observed that anticipated welfare gain and socio-economic variables such as sector of employment, sex, experience, age, educational level and marital status significantly affect an individual’s migration decision. Design/methodology/approach – The authors made use of Sjaastad’s (1962) human capital framework as a basis for examining the impact of education on migration. The migration decision equation was based on the Heckman two stage procedure. Findings – While educational attainment is observed to have a positive effect on migration decision in the period 2005/2006, the authors find a negative effect of educational attainment on migration decision in the period 2012/2013. The effect of educational attainment on migration decision in 2005/2006 for urban in-migrant is higher than the effect for rural in-migrant, with its significance varying for the different stages of educational attainment. In absolute terms, whereas the effect of secondary educational attainment on migration decisions for urban in-migrant is higher than that of rural in-migrant, the reverse holds for higher educational attainment during the period 2012/2013. Social implications – Based on the mixed effect of education on migration decision as evident from the study, policies to enhance the educational system in Ghana should be complemented with job creations in the entire country. Moreover, special attention should be given to the rural sector in such a way that the jobs to be created in the sector do not require skilled workers. With quality education and job creation, the welfare of individuals living in urban and rural areas will be enhanced. Originality/value – In spite of the importance of education in migration decisions, there is scanty literature on the rural-urban dimension. To the best of the author’s knowledge there is no literature in the Ghanaian context which examines the rural and urban perspective of the impact of education on migration with a much recent data. Further, the author consider how the determinants of migration decision have changed over time focusing on rural and urban perspectives.

The Determinants and Consequences of Accurate Beliefs About Childhood Vaccinations

2017 ◽  
Vol 47 (3) ◽  
pp. 628-649 ◽  
Author(s):  
Mark R. Joslyn ◽  
Steven M. Sylvester
Keyword(s):  
Educational Attainment ◽  
Survey Data ◽  
Party Identification ◽  
Motivated Reasoning ◽  
Parental Choice ◽  
Practical Significance ◽  
The Public ◽  
Policy Attitudes ◽  
The Individual ◽  
The Impact

In this article, we examine the individual predictors that are responsible for accurate beliefs about the link between vaccinations and autism. We then show how these beliefs affect policy preferences about vaccines. We derive two hypotheses from motivated reasoning theory and test these on national survey data from Gallup and CBS News. Republicans were less likely to report accurate beliefs than Democrats. In addition, educational attainment modified the impact of party identification. The gap between Republicans and Democrats in likelihood of reporting accurate beliefs was largest among the most educated portion of the public. Finally, we show that accurate beliefs about vaccines, independent of statistical controls, are important predictors of policy attitudes about unvaccinated children attending public school and parental choice about the decision to vaccinate. We discuss the theoretical and practical significance of these findings.

scholarly journals Social origin and educational attainment in China: a historical analysis of 70 birth cohorts

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Changchun Fang ◽  
Xiaotian Feng
Keyword(s):  
Social Context ◽  
Educational Attainment ◽  
Educational Inequality ◽  
Historical Analysis ◽  
Chinese Society ◽  
Structural Factors ◽  
Social Origin ◽  
Birth Cohorts ◽  
The Social ◽  
The Impact

Abstract The impact of social origin on educational attainment is conditioned on the social context in which people live. In recent decades, with changes in the Chinese society, how has the impact of social origin on educational inequality changed? Based on an analysis of 70 birth cohorts, this study details the effect of social origin on educational inequality and its trends over the past 70 years. The results of this study also indicate that the historical stages hypothesis (HSH) and model-shift hypothesis (MSH) emphasized in previous studies cannot fully describe the historical changes in educational inequality. In addition to macrosocial processes, there may exist other structural factors that also affect educational inequality but are neglected. The social context and its transformation, which shaped the relationship between social origin and educational inequality, need to be examined in more detail.

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