General and work-based extrinsic educational beliefs across time: from late youth to middle adulthood

Abstract

ABSTRACTThe degree to which individuals consider education to be a valuable pursuit varies. Beliefs differ regarding the perceived purpose of education and whether it is deemed necessary for future life course and employment success. In this study, we employ a longitudinal data set that follows a cohort of high school graduates over 28 years to examine how different types of extrinsic educational beliefs change from late youth to middle adulthood. Growth curve modelling generates insight into how ascriptive factors in relation to education and employment experiences have an impact on initial beliefs in late youth and how they change over time. General and work-based extrinsic belief statements exhibit both similar and dissimilar patterns of change in terms of ascriptive characteristics and life course experiences. Employment and post-secondary education are influential factors on both types of extrinsic educational beliefs. Women and individuals from highly educated backgrounds express more positive general – but not work-based – extrinsic educational beliefs in late youth. Nevertheless, there is a trend of convergence with men and individuals without highly educated parents over time.