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dc.contributor.authorPrieto Latorre, Claudia
dc.contributor.authorMarcenaro-Gutiérrez, Óscar David 
dc.contributor.authorLópez Agudo, Luis Alejandro
dc.date.accessioned2018-06-26T10:31:09Z
dc.date.available2018-06-26T10:31:09Z
dc.date.created2018
dc.date.issued2018-06-26
dc.identifier.urihttps://hdl.handle.net/10630/16016
dc.description.abstractParental expectations have been found in the literature to explain their children’s academic achievement. Nevertheless, most of the evidence on this issue is the result of the endogeneity of parental expectations when explaining students’ performance. In this context, we propose to solve this issue by using longitudinal data for the education period of the transition between primary and secondary education, employing time fixed effects to analyse the effect of parental expectations on students’ progression – being the latter measured by students’ academic achievement and their likelihood of grade repetition. We go more into depth on this issue by the study of gender differences of this effect, using all possible combinations between parents’ and children’s genders. Our results have shown that higher fathers’ and mothers’ expectations improve students’ progression, but parents seem to be more demanding with girls in terms of levels of education.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Techen_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectRendimiento académicoen_US
dc.subject.otherGenderen_US
dc.subject.otherExpectationsen_US
dc.subject.otherGrade retentionen_US
dc.titleParents' and Children's Gender: the effect of parental expectations in children's performanceen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias Económicas y Empresarialesen_US
dc.relation.eventtitleXXICongreso de Economía Aplicadaen_US
dc.relation.eventplaceAlcalá de henaresen_US
dc.relation.eventdate7 de Junio de 2018en_US


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