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CEE/Education and skills discussion paper
Students' academic self-perception
Arnaud Chevalier, Stephen Gibbons, Sherria Hoskins, Martin Snell and Andy Thorpe
January 2008
Paper No' CEEDP0090:
Full Paper (pdf)

JEL Classification: I21; J16; Y80

Tags: test performance; self-assessment; higher education participation; academic self-perception

Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students’ mis-perception of their own and other’s ability, thereby increasing the expected costs to studying. Among high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students’ characteristics. University students are also poor at estimating their own test-performance and over-estimate their predicted test score. However, females, white and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students.