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2014
- handle: 10670/1.cph4zo
- halshs: halshs-01090725
- doi: 10.1080/13504851.2014.925042
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1080/13504851.2014.925042
info:eu-repo/semantics/OpenAccess
Mots-clés
wage expectations cognitive skills first year students LIML estimation Estimation Salaire Compétence cognitive Étudiant Supérieur premier cycle Enseignement supérieur J - Labor and Demographic Economics/J.J2 - Demand and Supply of Labor/J.J2.J24 - Human Capital • Skills • Occupational Choice • Labor Productivity I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I20 - GeneralSujets proches
Earnings Wage rates Wage-fund Departmental salaries Remuneration Pay Salaries Compensation Working class--WagesCiter ce document
Claire Bonnard et al., « Educational intentions, cognitive skills and earnings expectations of French undergraduates », HAL-SHS : sciences de l'éducation, ID : 10.1080/13504851.2014.925042
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Résumé
This article aims to study the earnings expectations of first-year students at a French university. Our findings highlight the importance of the environment in which students make their choices about education. Expected earnings are proportionally higher when their parents seem to be involved in the careers guidance, taking into account the effect of parental socio-economic status. The positive opinion of parents about the orientation or the connection between the discipline and the father's occupation are generally associated with higher earnings. In addition, our results show a strong impact of cognitive variables which are far more significant than variables relating to past educational performances.