ABSTRACT
So far, this book has suggested that psychological constructs such as learner identity, individual well-being or aspirations are likely outcomes of education. They are less stratified by SES than attainment outcomes, and so are easier to improve even for the most disadvantaged in education. But what is the relationship between such psychological constructs and attainment outcomes themselves? Does increasing aspiration really lead to higher participation, and does improved motivation actually cause better examination results? This chapter discusses what role individuals have to play in their own educational outcomes and what can be done for and by potentially disadvantaged individuals to improve them.
