Research has shown that socioeconomic and psychological resources may influence educational trajectories. There are still unanswered questions, however, about the unique roles of these resources and the interplay between them. We consider two such questions: First, how do major psychological resources—a sense of school belonging and optimistic future expectations—predict educational trajectories when controlling for the effect of socioeconomic resources? And, second, do these psychological resources compensate for lacking socioeconomic resources or do they reinforce the influence of socioeconomic resources on educational trajectories? We used data from a 15-year-long Swiss panel study (N = 1989) and investigated educational trajectories concerning individuals’ transitions from lower-secondary to academic upper-secondary education, and from there to university. Findings indicated that both socioeconomic and psychological resources were significantly associated with individuals’ probability of transitioning to academic upper-secondary education. We also uncovered some evidence of resource compensation between socioeconomic resources and future expectations, suggesting that optimistic expectations may buffer the adverse effect of scarce socioeconomic resources on educational attainment. Furthermore, we found that both the sense of school belonging and future expectations were significantly associated with individuals’ probability of transitioning to university. Overall, we conclude that psychological resources play a critical role in academically oriented educational trajectories and that they may partly compensate for the effects of limited socioeconomic resources on these trajectories.

中文翻译：

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起源、归属感和期望：评估学术教育轨迹中的资源补偿和强化


研究表明，社会经济和心理资源可能会影响教育轨迹。然而，关于这些资源的独特作用以及它们之间的相互作用，仍然存在悬而未决的问题。我们考虑两个这样的问题：首先，在控制社会经济资源的影响时，主要的心理资源——学校归属感和乐观的未来预期——如何预测教育轨迹？其次，这些心理资源是弥补了社会经济资源的缺乏，还是加强了社会经济资源对教育轨迹的影响？我们使用了来自一项为期 15 年的瑞士面板研究 （N = 1989） 的数据，并调查了有关个人从初中到学术高中教育，以及从那里过渡到大学的教育轨迹。研究结果表明，社会经济和心理资源与个人过渡到学术高中教育的可能性显著相关。我们还发现了一些社会经济资源与未来预期之间资源补偿的证据，表明乐观预期可能会缓冲稀缺社会经济资源对教育程度的不利影响。此外，我们发现学校归属感和未来期望都与个人过渡到大学的可能性显着相关。总的来说，我们得出结论，心理资源在以学术为导向的教育轨迹中起着关键作用，它们可能会部分补偿有限的社会经济资源对这些轨迹的影响。