[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586717-105":59,"doc-detail-586717-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","psychological-perspectives-on-postsecondary-education-returns-read-online-free","PSYCHOLOGICAL PERSPECTIVES ON POSTSECONDARY EDUCATION RETURNS - read online free","","The paper examines how students’ expectations and psychological experiences shape postsecondary outcomes. It presents three categories of psychological factors: beliefs about themselves, beliefs about school tasks, and beliefs about structures and society, summarizing evidence that these influences affect academic achievement, college wellbeing, persistence, and completion. The analysis applies an equity lens to philosophical, measurement, and policy assumptions about postsecondary value, including investment, mobility, and racial and socioeconomic justice. It also supports institutional practices that strengthen students’ psychological wellbeing for more equitable results.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/psychological-perspectives-on-postsecondary-education-returns-read-online-free/586717/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/psychological-perspectives-on-postsecondary-education-returns-read-online-free/586717.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What psychological factors are emphasized in the paper’s framework of postsecondary education outcomes?","Question",{"text":112,"@type":113},"The paper groups the factors into students’ beliefs about themselves, beliefs about school tasks, and beliefs about structures and society, summarizing how each relates to student experiences in college.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect these psychological factors to academic achievement and longer-term results?",{"text":117,"@type":113},"It cites experimental research showing that these psychological factors influence academic achievement and wellbeing in college, with implications for completion and long-term economic trajectories.",{"name":119,"@type":110,"acceptedAnswer":120},"How is equity used in the paper’s treatment of postsecondary value?",{"text":121,"@type":113},"The paper applies an equity lens to assumptions about postsecondary value and highlights connections to mobility as well as racial and socioeconomic justice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586717,1792062963,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PSYCHOLOGICAL PERSPECTIVE S ON POSTSECONDARY EDUCATION RETURNS  \nMesmin Destin  \nNorthwestern University  \nTABLE OF CONTENTS  \nIntroduction  ................................................................ 2  \nStudents’ Beliefs about Themselves  ............................................. 4  \nStudents’ Beliefs about School Tasks  ............................................ 5  \nStudents’ Beliefs about Structures and Society  .................................... 5  \nConclusion  ................................................................. 6  \nReferences  ................................................................. 8  \nThis paper is one in a foundational research series for the Postsecondary Value Commission authored in summer 2019 by scholars with diverse backgrounds and expertise. The research presented in these papers applies an equity lens to the philosophical, measurement, and policy considerations and assumptions underlying key components of postsecondary value to students and society, including investment, economic and non-economic returns, mobility, and racial and socioeconomic justice.  \nThe Postsecondary Value Commission consulted this foundational research as it developed a conceptual definition of postsecondary value, a framework for measuring how institutions and programs create value and ensure equitable outcomes, and an action agenda with recommendations for applying the definition and framework to change policies and practices. Through this breadth of scholarship, the commission was better able to define the value of postsecondary education and the role institutions can play in creating a more equitable and fair United States.  \nFollowing the May 2021 release of the commission’s findings, these foundational papers were prepared for publication. The views and opinions expressed in these papers do not necessarily reflect the positions of individual members of the Postsecondary Value Commission or the organizations they represent.  \nThe Postsecondary Value Commission along with the Bill & Melinda Gates Foundation and Institute for Higher Education Policy are deeply grateful to the authors of this series. The authors’ extensive expertise and thoughtful engagement in this work provided the foundation for the commission to develop an informed, innovative, and equity-driven framework. They also thank Deborah Seymour for editing the written products and the team at GMMB for their creative design and layout.  \nSuggested citation: Destin, M. (2021) . Psychological Perspectives on Postsecondary Education Returns. Postsecondary Value Commission.  \nINTRODUCTION  \nStudents who pursue postsecondary education are likely to do so in part because of expectations about what benefits a degree will bring to their lives. A wide range of institutional characteristics, such as financial resources, high quality teaching, and effective advising opportunities, shape the postsecondary outcomes of students. These characteristics matter, in part, because they influence how students experience their time in college. The scientific study of this subjective experience of college students demonstrates important psychological factors that affect their outcomes and can be divided into three categories: students’ beliefs about themselves, their beliefs about school tasks, and finally their beliefs about structures and society. These factors are summarized in Table 1 below. For example, some studies indicate that even before reaching college, students can be motivated by learning about the financial returns of higher education and the availability of financial aid to pay for college (Destin, 2017; Destin & Oyserman, 2009, 2010) . Another area of research shows that for college students from family backgrounds with limited economic resources, the socioeconomic mobility resulting from educational attainment may lead to a sense of uncertainty about their place in the world (Destin et al. , 2017) and instability in their post-college workplace","cbCaiud3BujMwfSN","https://ap.wps.com/l/cbCaiud3BujMwfSN","pdf",3488231,"English","# Introduction\n## Students’ Beliefs about Themselves\n## Students’ Beliefs about School Tasks\n## Students’ Beliefs about Structures and Society\n# Conclusion\n# References","[{\"question\":\"What psychological factors are emphasized in the paper’s framework of postsecondary education outcomes?\",\"answer\":\"The paper groups the factors into students’ beliefs about themselves, beliefs about school tasks, and beliefs about structures and society, summarizing how each relates to student experiences in college.\"},{\"question\":\"How does the paper connect these psychological factors to academic achievement and longer-term results?\",\"answer\":\"It cites experimental research showing that these psychological factors influence academic achievement and wellbeing in college, with implications for completion and long-term economic trajectories.\"},{\"question\":\"How is equity used in the paper’s treatment of postsecondary value?\",\"answer\":\"The paper applies an equity lens to assumptions about postsecondary value and highlights connections to mobility as well as racial and socioeconomic justice.\"}]","PSYCHOLOGICAL PERSPECTIVES ON POSTSECONDARY EDUCATION RETURNS - read online free | PDF",1792059066,25]