Occupational aspirations and skills: an experiment

Proponemos un experimento de campo para evaluar el efecto de una intervención informativa de bajo costo y escalable sobre las trayectorias ocupacionales y educativas de los estudiantes de educación media. Utilizamos una prueba de orientación vocacional para estudiar cómo las sugerencias de carreras...

Full description

Autores:

Tipo de recurso:

Fecha de publicación:: 2024

Institución:: Universidad del Rosario

Repositorio:: Repositorio EdocUR - U. Rosario

Idioma:: spa

id	EDOCUR2_85ecc51a69d970880fe6ab34f37fe8d3
oai_identifier_str	oai:repository.urosario.edu.co:10336/43183
network_acronym_str	EDOCUR2
network_name_str	Repositorio EdocUR - U. Rosario
repository_id_str
dc.title.none.fl_str_mv	Occupational aspirations and skills: an experiment
dc.title.TranslatedTitle.none.fl_str_mv	Aspiraciones ocupacionales y habilidades: un experimento
title	Occupational aspirations and skills: an experiment
spellingShingle	Occupational aspirations and skills: an experiment Aspiraciones ocupacionales Desempeño academico Habilidades Orientación vocacional Occupational aspirations Academic performance Skills Career test
title_short	Occupational aspirations and skills: an experiment
title_full	Occupational aspirations and skills: an experiment
title_fullStr	Occupational aspirations and skills: an experiment
title_full_unstemmed	Occupational aspirations and skills: an experiment
title_sort	Occupational aspirations and skills: an experiment
dc.contributor.advisor.none.fl_str_mv	Mantilla Ribero, César Andrés
dc.contributor.gruplac.none.fl_str_mv	Grupo de investigaciones. Facultad de Economía. Universidad del Rosario
dc.subject.none.fl_str_mv	Aspiraciones ocupacionales Desempeño academico Habilidades Orientación vocacional
topic	Aspiraciones ocupacionales Desempeño academico Habilidades Orientación vocacional Occupational aspirations Academic performance Skills Career test
dc.subject.keyword.none.fl_str_mv	Occupational aspirations Academic performance Skills Career test
description	Proponemos un experimento de campo para evaluar el efecto de una intervención informativa de bajo costo y escalable sobre las trayectorias ocupacionales y educativas de los estudiantes de educación media. Utilizamos una prueba de orientación vocacional para estudiar cómo las sugerencias de carreras impactan en las aspiraciones ocupacionales y las expectativas de los estudiantes relacionadas con un examen nacional de finalización de la secundaria. Todos los estudiantes respondieron preguntas de la prueba de orientación vocacional, las cuales se relacionan con tres componentes: autoconocimiento, educación y mercado laboral. Solo el grupo de tratamiento recibió sugerencias de carreras. Utilizando una tabla de apuestas incentivada, los participantes informaron sus puntajes esperados en el examen. Recibir sugerencias de carreras afectó las aspiraciones ocupacionales de los estudiantes, pero el 70% no alteró sus aspiraciones después del tratamiento. Además, recibir sugerencias de carreras afectó negativamente la autoevaluación de los estudiantes sobre sus habilidades para seguir un programa técnico y no afectó sus expectativas para el examen. Finalmente, no hubo diferencias significativas en el rendimiento en el examen entre los estudiantes que recibieron sugerencias y los que no.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-07-31T19:06:50Z
dc.date.available.none.fl_str_mv	2024-07-31T19:06:50Z
dc.date.created.none.fl_str_mv	2024-07-24
dc.type.none.fl_str_mv	bachelorThesis
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.document.none.fl_str_mv	Trabajo de grado
dc.type.spa.none.fl_str_mv	Trabajo de grado
dc.identifier.uri.none.fl_str_mv	https://repository.urosario.edu.co/handle/10336/43183
url	https://repository.urosario.edu.co/handle/10336/43183
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.rights.*.fl_str_mv	Attribution-NonCommercial 4.0 International
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.acceso.none.fl_str_mv	Abierto (Texto Completo)
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc/4.0/
rights_invalid_str_mv	Attribution-NonCommercial 4.0 International Abierto (Texto Completo) http://creativecommons.org/licenses/by-nc/4.0/ http://purl.org/coar/access_right/c_abf2
dc.format.extent.none.fl_str_mv	71 pp
dc.format.mimetype.none.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad del Rosario
dc.publisher.department.spa.fl_str_mv	Facultad de Economía
dc.publisher.program.spa.fl_str_mv	Maestría en Economía
institution	Universidad del Rosario
dc.source.bibliographicCitation.none.fl_str_mv	Agasisti, T. and K. Maragkou (2023). Socio-economic gaps in educational aspirations: do experiences and attitudes matter? Education Economics 31(4), 471–487. Ahmed, H., M. Mahmud, F. Said, and Z. Tirmazee (2024). Encouraging female graduates to enter the labor force: Evidence from a role model intervention in pakistan. Economic Development and Cultural Change 72(2), 919–957. Alvarado, A., B. Conde, R. Novella, and A. Repetto (2020). Neets in latin america and the caribbean: Skills, aspirations, and information. Journal of International Development 32(8), 1273–1307. Arcidiacono, P., V. J. Hotz, A. Maurel, and T. Romano (2020). Ex ante returns and occupational choice. Journal of Political Economy 128(12), 4475–4522. Ashraf, N., N. Bau, C. Low, and K. McGinn (2020). Negotiating a better future: How interpersonal skills facilitate intergenerational investment. The Quarterly Journal of Economics 135(2), 1095– 1151. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review 84(2), 191. Bandura, A. et al. (1986). Social foundations of thought and action. Englewood Cliffs, NJ 1986(23- 28), 2. Behrman, J. R., R. De Hoyos, and M. Sz´ekely (2014). Out of school and out of work: a conceptual framework for investigating’ninis’ in latin america and the caribbean. Bhan, P. C. et al. (2020). Do role models increase student hope and effort? Evidence from India. University of Glasgow. Bonilla-Mej´ıa, L., N. L. Bottan, and A. Ham (2019). Information policies and higher education choices experimental evidence from Colombia. Journal of Behavioral and Experimental Economics 83, 101468. Carlana, M. (2019). Implicit stereotypes: Evidence from teachers’ gender bias. The Quarterly Journal of Economics 134(3), 1163–1224. Carlana, M., E. La Ferrara, and P. Pinotti (2022). Goals and gaps: Educational careers of immigrant children. Econometrica 90(1), 1–29. Chen, D. L., M. Schonger, and C. Wickens (2016). oTree—an open-source platform for laboratory, online, and field experiments. Journal of Behavioral and Experimental Finance 9, 88–97. Clark, D., D. Gill, V. Prowse, and M. Rush (2020). Using goals to motivate college students: Theory and evidence from field experiments. Review of Economics and Statistics 102(4), 648–663. Dalton, P. S., S. Ghosal, and A. Mani (2016). Poverty and aspirations failure. The Economic Journal 126(590), 165–188. De Hoyos, R., C. Guti´errez, and V. Vargas (2015). The harmful interaction between economic crisis, violence, and ninis in mexico. Washington, DC: Banco Mundial. Informe previo para el estudio “Ninis en Am´erica Latina.” https://openknowledge. worldbank. org/handle/10986/22349. De Hoyos Navarro, R. E., A. Popova, and F. H. Rogers (2016). Out of school and out of work: a diagnostic of ninis in latin america. World Bank Policy ResearchWorking Paper (7548). DiRenzo, M. S., C. H. Weer, and F. Linnehan (2013). Prot´eg´e career aspirations: The influence of formal e-mentor networks and family-based role models. Journal of Vocational Behavior 83(1), 41–50. Dudovitz, R. N., P. J. Chung, B. B. Nelson, and M. D. Wong (2017). What do you want to be when you grow up? career aspirations as a marker for adolescent well-being. Academic Pediatrics 17(2), 153–160. Gati, I. and T. Gutentag (2015). The stability of aspect-based career preferences and of the recommended list of occupations derived from them. Journal of Vocational Behavior 87, 11–21. Gehrke, E., F. Lenel, and C. Schupp (2023). Occupational aspirations and investments in education: Experimental evidence from Cambodia. Genicot, G. and D. Ray (2017). Aspirations and inequality. Econometrica 85(2), 489–519. Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology 28(6), 545. Goux, D., M. Gurgand, and E. Maurin (2014). Adjusting your dreams? the effect of school and peers on dropout behaviour. Greve, J., M. Saaby, A. Rosdahl, and V. T. Christensen (2021). Uncertain occupational expectations at age 19 and later educational and labour market outcomes. Labour 35(2), 163–191. Guyon, N. and E. Huillery (2021). Biased aspirations and social inequality at school: Evidence from french teenagers. The Economic Journal 131(634), 745–796. Herranz-Zarzoso, N. and G. Sabater-Grande (2018). Monetary incentives and self-chosen goals in academic performance: An experimental study. International Review of Economics Education 27, 34–44. Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources. Janzen, S. A., N. Magnan, S. Sharma, andW. M. Thompson (2017). Aspirations failure and formation in rural Nepal. Journal of Economic Behavior & Organization 139, 1–25. Kerr, S. P., T. Pekkarinen, M. Sarvim¨aki, and R. Uusitalo (2020). Post-secondary education and information on labor market prospects: A randomized field experiment. Labour Economics 66, 101888. Kuhn, A. and S. C.Wolter (2023). The strength of gender norms and gender-stereotypical occupational aspirations among adolescents. Kyklos 76(1), 101–124. Laajaj, R., A. Moya, and F. S´anchez (2022). Equality of opportunity and human capital accumulation: Motivational effect of a nationwide scholarship in colombia. Journal of Development Economics 154, 102754. Lent, R.W., S. D. Brown, and G. Hackett (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational behavior 45(1), 79–122. Martins, P. S. (2010). Can targeted, non-cognitive skills programs improve achievement? evidence from epis. MEN (2024). Glosario sistema nacional de informaci´on de la educaci´on superior Ofek-Shanny, Y. (2021). Assessment of minorities’ skills using low-stakes tests-evidence from pisa and a field experiment. Technical report,Working Paper. Olenik-Shemesh, D., T. Heiman, and N. S. Keshet (2018). The role of career aspiration, self-esteem, body esteem, and gender in predicting sense of well-being among emerging adults. The Journal of Genetic Psychology 179(6), 343–356. Pinquart, M. and M. Ebeling (2020). Students’ expected and actual academic achievement–a metaanalysis. International Journal of Educational Research 100, 101524. Riley, E. (2024). Role models in movies: the impact of queen of katwe on students’ educational attainment. Review of Economics and Statistics 106(2), 334–351. Rodriguez-Planas, N. (2012). Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the united states. American Economic Journal: Applied Economics 4(4), 121–139. Rojewski, J. W. (2005). Occupational aspirations: Constructs, meanings, and application. Career development and counseling: Putting theory and research to work, 131–154. Ross, P. H. (2019). Occupation aspirations, education investment, and cognitive outcomes: Evidence from indian adolescents. World Development 123, 104613. Serra, D. (2022). Role models in developing countries. Handbook of experimental development economics. Sikora, J. (2018). Aimless or flexible? does uncertainty in adolescent occupational expectations matter in young adulthood? Australian Journal of Education 62(2), 154–168. Simoes, F., A. Meneses, R. Lu´ıs, and R. Drumonde (2017). Neets in a rural region of southern europe: Perceived self-efficacy, perceived barriers, educational expectations, and vocational expectations. Journal of Youth Studies 20(9), 1109–1126. Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance: Graduate center of city university of new york. In Handbook of self-regulation of learning and performance, pp. 63–78. Routledge.
dc.source.instname.none.fl_str_mv	instname:Universidad del Rosario
dc.source.reponame.none.fl_str_mv	reponame:Repositorio Institucional EdocUR
bitstream.url.fl_str_mv	https://repository.urosario.edu.co/bitstreams/ab8031c7-fee2-432f-90e4-f5db6a0b5d31/download https://repository.urosario.edu.co/bitstreams/692608d8-43e8-4857-b132-ee0430dab0b4/download https://repository.urosario.edu.co/bitstreams/f6595baf-3a81-4b84-97fa-eadd120dc6ea/download https://repository.urosario.edu.co/bitstreams/595acd35-2359-41d7-a467-2a58c0d22095/download https://repository.urosario.edu.co/bitstreams/f59341cd-4cfd-479c-82d2-4be5cf8b8bf6/download
bitstream.checksum.fl_str_mv	ade9adae81872b477e844d28a2369669 b2825df9f458e9d5d96ee8b7cd74fde6 d93f5db78fcf73cec9795c8fea744a8b 895c3e7b7a9de86457e8646e845ca450 9b2289d42242902503cf04d9ff86e3b2
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio institucional EdocUR
repository.mail.fl_str_mv	edocur@urosario.edu.co
_version_	1814167556441767936
spelling	Mantilla Ribero, César Andrése0d0b2e5-a260-4e3f-867c-ede09ab210b8-1Grupo de investigaciones. Facultad de Economía. Universidad del RosarioRincón, FerleyMagíster en EconomíaMaestríaFull time01556c32-42fe-42ff-9026-64496c9c3d74-12024-07-31T19:06:50Z2024-07-31T19:06:50Z2024-07-24Proponemos un experimento de campo para evaluar el efecto de una intervención informativa de bajo costo y escalable sobre las trayectorias ocupacionales y educativas de los estudiantes de educación media. Utilizamos una prueba de orientación vocacional para estudiar cómo las sugerencias de carreras impactan en las aspiraciones ocupacionales y las expectativas de los estudiantes relacionadas con un examen nacional de finalización de la secundaria. Todos los estudiantes respondieron preguntas de la prueba de orientación vocacional, las cuales se relacionan con tres componentes: autoconocimiento, educación y mercado laboral. Solo el grupo de tratamiento recibió sugerencias de carreras. Utilizando una tabla de apuestas incentivada, los participantes informaron sus puntajes esperados en el examen. Recibir sugerencias de carreras afectó las aspiraciones ocupacionales de los estudiantes, pero el 70% no alteró sus aspiraciones después del tratamiento. Además, recibir sugerencias de carreras afectó negativamente la autoevaluación de los estudiantes sobre sus habilidades para seguir un programa técnico y no afectó sus expectativas para el examen. Finalmente, no hubo diferencias significativas en el rendimiento en el examen entre los estudiantes que recibieron sugerencias y los que no.We propose a lab-in-the-field experiment to evaluate a low-cost scalable information intervention on high school students’ occupational and educational pathways. We employ a career test to study how career suggestions impact students’ occupational aspirations and expectations for a national high school exit exam. All students were required to answer career test questions related to three components of career counseling: self-awareness, education, and the labor market. Only the treatment group received career suggestions. Using an incentivized table of bets, participants reported their expected scores on the exam. Receiving career suggestions affects students’ occupational aspirations, but 70% did not alter their aspirations after the treatment. Furthermore, receiving career suggestions negatively affected students’ self-assessment of their skills for pursuing a technical program and did not affect their expectations for the exam. Additionally, there was no discernible difference in the exam performance of students who received suggestions compared to those who did not.Inclusión productiva y social: programas y políticas para la promoción de una economía formal, código 60185, que conforma la Alianza EFI, bajo el Contrato de Recuperación Contingente No. FP44842-220- 201871 ppapplication/pdfhttps://repository.urosario.edu.co/handle/10336/43183spaUniversidad del RosarioFacultad de EconomíaMaestría en EconomíaAttribution-NonCommercial 4.0 InternationalAbierto (Texto Completo)EL AUTOR, manifiesta que la obra objeto de la presente autorización es original y la realizó sin violar o usurpar derechos de autor de terceros, por lo tanto la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA UNIVERSIDAD DEL ROSARIO, para que en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre la materia, utilice y use la obra objeto de la presente autorización. -------------------------------------- POLITICA DE TRATAMIENTO DE DATOS PERSONALES. Declaro que autorizo previa y de forma informada el tratamiento de mis datos personales por parte de LA UNIVERSIDAD DEL ROSARIO para fines académicos y en aplicación de convenios con terceros o servicios conexos con actividades propias de la academia, con estricto cumplimiento de los principios de ley. Para el correcto ejercicio de mi derecho de habeas data cuento con la cuenta de correo habeasdata@urosario.edu.co, donde previa identificación podré solicitar la consulta, corrección y supresión de mis datos.http://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2Agasisti, T. and K. Maragkou (2023). Socio-economic gaps in educational aspirations: do experiences and attitudes matter? Education Economics 31(4), 471–487.Ahmed, H., M. Mahmud, F. Said, and Z. Tirmazee (2024). Encouraging female graduates to enter the labor force: Evidence from a role model intervention in pakistan. Economic Development and Cultural Change 72(2), 919–957.Alvarado, A., B. Conde, R. Novella, and A. Repetto (2020). Neets in latin america and the caribbean: Skills, aspirations, and information. Journal of International Development 32(8), 1273–1307.Arcidiacono, P., V. J. Hotz, A. Maurel, and T. Romano (2020). Ex ante returns and occupational choice. Journal of Political Economy 128(12), 4475–4522.Ashraf, N., N. Bau, C. Low, and K. McGinn (2020). Negotiating a better future: How interpersonal skills facilitate intergenerational investment. The Quarterly Journal of Economics 135(2), 1095– 1151.Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review 84(2), 191.Bandura, A. et al. (1986). Social foundations of thought and action. Englewood Cliffs, NJ 1986(23- 28), 2.Behrman, J. R., R. De Hoyos, and M. Sz´ekely (2014). Out of school and out of work: a conceptual framework for investigating’ninis’ in latin america and the caribbean.Bhan, P. C. et al. (2020). Do role models increase student hope and effort? Evidence from India. University of Glasgow.Bonilla-Mej´ıa, L., N. L. Bottan, and A. Ham (2019). Information policies and higher education choices experimental evidence from Colombia. Journal of Behavioral and Experimental Economics 83, 101468.Carlana, M. (2019). Implicit stereotypes: Evidence from teachers’ gender bias. The Quarterly Journal of Economics 134(3), 1163–1224.Carlana, M., E. La Ferrara, and P. Pinotti (2022). Goals and gaps: Educational careers of immigrant children. Econometrica 90(1), 1–29.Chen, D. L., M. Schonger, and C. Wickens (2016). oTree—an open-source platform for laboratory, online, and field experiments. Journal of Behavioral and Experimental Finance 9, 88–97.Clark, D., D. Gill, V. Prowse, and M. Rush (2020). Using goals to motivate college students: Theory and evidence from field experiments. Review of Economics and Statistics 102(4), 648–663.Dalton, P. S., S. Ghosal, and A. Mani (2016). Poverty and aspirations failure. The Economic Journal 126(590), 165–188.De Hoyos, R., C. Guti´errez, and V. Vargas (2015). The harmful interaction between economic crisis, violence, and ninis in mexico. Washington, DC: Banco Mundial. Informe previo para el estudio “Ninis en Am´erica Latina.” https://openknowledge. worldbank. org/handle/10986/22349.De Hoyos Navarro, R. E., A. Popova, and F. H. Rogers (2016). Out of school and out of work: a diagnostic of ninis in latin america. World Bank Policy ResearchWorking Paper (7548).DiRenzo, M. S., C. H. Weer, and F. Linnehan (2013). Prot´eg´e career aspirations: The influence of formal e-mentor networks and family-based role models. Journal of Vocational Behavior 83(1), 41–50.Dudovitz, R. N., P. J. Chung, B. B. Nelson, and M. D. Wong (2017). What do you want to be when you grow up? career aspirations as a marker for adolescent well-being. Academic Pediatrics 17(2), 153–160.Gati, I. and T. Gutentag (2015). The stability of aspect-based career preferences and of the recommended list of occupations derived from them. Journal of Vocational Behavior 87, 11–21.Gehrke, E., F. Lenel, and C. Schupp (2023). Occupational aspirations and investments in education: Experimental evidence from Cambodia.Genicot, G. and D. Ray (2017). Aspirations and inequality. Econometrica 85(2), 489–519.Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology 28(6), 545.Goux, D., M. Gurgand, and E. Maurin (2014). Adjusting your dreams? the effect of school and peers on dropout behaviour.Greve, J., M. Saaby, A. Rosdahl, and V. T. Christensen (2021). Uncertain occupational expectations at age 19 and later educational and labour market outcomes. Labour 35(2), 163–191.Guyon, N. and E. Huillery (2021). Biased aspirations and social inequality at school: Evidence from french teenagers. The Economic Journal 131(634), 745–796.Herranz-Zarzoso, N. and G. Sabater-Grande (2018). Monetary incentives and self-chosen goals in academic performance: An experimental study. International Review of Economics Education 27, 34–44.Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources.Janzen, S. A., N. Magnan, S. Sharma, andW. M. Thompson (2017). Aspirations failure and formation in rural Nepal. Journal of Economic Behavior & Organization 139, 1–25.Kerr, S. P., T. Pekkarinen, M. Sarvim¨aki, and R. Uusitalo (2020). Post-secondary education and information on labor market prospects: A randomized field experiment. Labour Economics 66, 101888.Kuhn, A. and S. C.Wolter (2023). The strength of gender norms and gender-stereotypical occupational aspirations among adolescents. Kyklos 76(1), 101–124.Laajaj, R., A. Moya, and F. S´anchez (2022). Equality of opportunity and human capital accumulation: Motivational effect of a nationwide scholarship in colombia. Journal of Development Economics 154, 102754.Lent, R.W., S. D. Brown, and G. Hackett (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational behavior 45(1), 79–122.Martins, P. S. (2010). Can targeted, non-cognitive skills programs improve achievement? evidence from epis.MEN (2024). Glosario sistema nacional de informaci´on de la educaci´on superiorOfek-Shanny, Y. (2021). Assessment of minorities’ skills using low-stakes tests-evidence from pisa and a field experiment. Technical report,Working Paper.Olenik-Shemesh, D., T. Heiman, and N. S. Keshet (2018). The role of career aspiration, self-esteem, body esteem, and gender in predicting sense of well-being among emerging adults. The Journal of Genetic Psychology 179(6), 343–356.Pinquart, M. and M. Ebeling (2020). Students’ expected and actual academic achievement–a metaanalysis. International Journal of Educational Research 100, 101524.Riley, E. (2024). Role models in movies: the impact of queen of katwe on students’ educational attainment. Review of Economics and Statistics 106(2), 334–351.Rodriguez-Planas, N. (2012). Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the united states. American Economic Journal: Applied Economics 4(4), 121–139.Rojewski, J. W. (2005). Occupational aspirations: Constructs, meanings, and application. Career development and counseling: Putting theory and research to work, 131–154.Ross, P. H. (2019). Occupation aspirations, education investment, and cognitive outcomes: Evidence from indian adolescents. World Development 123, 104613.Serra, D. (2022). Role models in developing countries. Handbook of experimental development economics.Sikora, J. (2018). Aimless or flexible? does uncertainty in adolescent occupational expectations matter in young adulthood? Australian Journal of Education 62(2), 154–168.Simoes, F., A. Meneses, R. Lu´ıs, and R. Drumonde (2017). Neets in a rural region of southern europe: Perceived self-efficacy, perceived barriers, educational expectations, and vocational expectations. Journal of Youth Studies 20(9), 1109–1126.Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance: Graduate center of city university of new york. In Handbook of self-regulation of learning and performance, pp. 63–78. Routledge.instname:Universidad del Rosarioreponame:Repositorio Institucional EdocURAspiraciones ocupacionalesDesempeño academicoHabilidadesOrientación vocacionalOccupational aspirationsAcademic performanceSkillsCareer testOccupational aspirations and skills: an experimentAspiraciones ocupacionales y habilidades: un experimentobachelorThesisTrabajo de gradoTrabajo de gradohttp://purl.org/coar/resource_type/c_7a1fFacultad de EconomíaBogotáORIGINALOccupational-aspirations-and-skills-experiment.pdfOccupational-aspirations-and-skills-experiment.pdfapplication/pdf1220875https://repository.urosario.edu.co/bitstreams/ab8031c7-fee2-432f-90e4-f5db6a0b5d31/downloadade9adae81872b477e844d28a2369669MD51LICENSElicense.txtlicense.txttext/plain1483https://repository.urosario.edu.co/bitstreams/692608d8-43e8-4857-b132-ee0430dab0b4/downloadb2825df9f458e9d5d96ee8b7cd74fde6MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81025https://repository.urosario.edu.co/bitstreams/f6595baf-3a81-4b84-97fa-eadd120dc6ea/downloadd93f5db78fcf73cec9795c8fea744a8bMD53TEXTOccupational-aspirations-and-skills-experiment.pdf.txtOccupational-aspirations-and-skills-experiment.pdf.txtExtracted texttext/plain100781https://repository.urosario.edu.co/bitstreams/595acd35-2359-41d7-a467-2a58c0d22095/download895c3e7b7a9de86457e8646e845ca450MD54THUMBNAILOccupational-aspirations-and-skills-experiment.pdf.jpgOccupational-aspirations-and-skills-experiment.pdf.jpgGenerated Thumbnailimage/jpeg2369https://repository.urosario.edu.co/bitstreams/f59341cd-4cfd-479c-82d2-4be5cf8b8bf6/download9b2289d42242902503cf04d9ff86e3b2MD5510336/43183oai:repository.urosario.edu.co:10336/431832024-08-01 03:02:01.084http://creativecommons.org/licenses/by-nc/4.0/Attribution-NonCommercial 4.0 Internationalhttps://repository.urosario.edu.coRepositorio institucional EdocURedocur@urosario.edu.coRUwoTE9TKSBBVVRPUihFUyksIG1hbmlmaWVzdGEobWFuaWZlc3RhbW9zKSBxdWUgbGEgb2JyYSBvYmpldG8gZGUgbGEgcHJlc2VudGUgYXV0b3JpemFjacOzbiBlcyBvcmlnaW5hbCB5IGxhIHJlYWxpesOzIHNpbiB2aW9sYXIgbyB1c3VycGFyIGRlcmVjaG9zIGRlIGF1dG9yIGRlIHRlcmNlcm9zLCBwb3IgbG8gdGFudG8gbGEgb2JyYSBlcyBkZSBleGNsdXNpdmEgYXV0b3LDrWEgeSB0aWVuZSBsYSB0aXR1bGFyaWRhZCBzb2JyZSBsYSBtaXNtYS4KPGJyLz4KUEFSQUdSQUZPOiBFbiBjYXNvIGRlIHByZXNlbnRhcnNlIGN1YWxxdWllciByZWNsYW1hY2nDs24gbyBhY2Npw7NuIHBvciBwYXJ0ZSBkZSB1biB0ZXJjZXJvIGVuIGN1YW50byBhIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBzb2JyZSBsYSBvYnJhIGVuIGN1ZXN0acOzbiwgRUwgQVVUT1IsIGFzdW1pcsOhIHRvZGEgbGEgcmVzcG9uc2FiaWxpZGFkLCB5IHNhbGRyw6EgZW4gZGVmZW5zYSBkZSBsb3MgZGVyZWNob3MgYXF1w60gYXV0b3JpemFkb3M7IHBhcmEgdG9kb3MgbG9zIGVmZWN0b3MgbGEgdW5pdmVyc2lkYWQgYWN0w7phIGNvbW8gdW4gdGVyY2VybyBkZSBidWVuYSBmZS4KPGhyLz4KRUwgQVVUT1IsIGF1dG9yaXphIGEgTEEgVU5JVkVSU0lEQUQgREVMIFJPU0FSSU8sICBwYXJhIHF1ZSBlbiBsb3MgdMOpcm1pbm9zIGVzdGFibGVjaWRvcyBlbiBsYSBMZXkgMjMgZGUgMTk4MiwgTGV5IDQ0IGRlIDE5OTMsIERlY2lzacOzbiBhbmRpbmEgMzUxIGRlIDE5OTMsIERlY3JldG8gNDYwIGRlIDE5OTUgeSBkZW3DoXMgbm9ybWFzIGdlbmVyYWxlcyBzb2JyZSBsYSBtYXRlcmlhLCAgdXRpbGljZSB5IHVzZSBsYSBvYnJhIG9iamV0byBkZSBsYSBwcmVzZW50ZSBhdXRvcml6YWNpw7NuLgoKLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0tLS0KClBPTElUSUNBIERFIFRSQVRBTUlFTlRPIERFIERBVE9TIFBFUlNPTkFMRVMuIERlY2xhcm8gcXVlIGF1dG9yaXpvIHByZXZpYSB5IGRlIGZvcm1hIGluZm9ybWFkYSBlbCB0cmF0YW1pZW50byBkZSBtaXMgZGF0b3MgcGVyc29uYWxlcyBwb3IgcGFydGUgZGUgTEEgVU5JVkVSU0lEQUQgREVMIFJPU0FSSU8gIHBhcmEgZmluZXMgYWNhZMOpbWljb3MgeSBlbiBhcGxpY2FjacOzbiBkZSBjb252ZW5pb3MgY29uIHRlcmNlcm9zIG8gc2VydmljaW9zIGNvbmV4b3MgY29uIGFjdGl2aWRhZGVzIHByb3BpYXMgZGUgbGEgYWNhZGVtaWEsIGNvbiBlc3RyaWN0byBjdW1wbGltaWVudG8gZGUgbG9zIHByaW5jaXBpb3MgZGUgbGV5LiBQYXJhIGVsIGNvcnJlY3RvIGVqZXJjaWNpbyBkZSBtaSBkZXJlY2hvIGRlIGhhYmVhcyBkYXRhICBjdWVudG8gY29uIGxhIGN1ZW50YSBkZSBjb3JyZW8gaGFiZWFzZGF0YUB1cm9zYXJpby5lZHUuY28sIGRvbmRlIHByZXZpYSBpZGVudGlmaWNhY2nDs24gIHBvZHLDqSBzb2xpY2l0YXIgbGEgY29uc3VsdGEsIGNvcnJlY2Npw7NuIHkgc3VwcmVzacOzbiBkZSBtaXMgZGF0b3MuCg==

Occupational aspirations and skills: an experiment

Publicaciones similares