I titoli di studio come variabile dipendente e indipendente: un’analisi sui destini occupazionali e sugli effetti non economici dell’istruzione per il caso italiano

Sociological research has long examined the economic returns of education, focusing on the market value of educational credentials and their contribution to countries' socio-economic development (Becker, 1964; Hanushek and Woessmann, 2010). However, more recent studies have brought attention to the non-market outcomes of education, highlighting its influence on individuals’ psychosocial well-being, perceived health, and civic and political engagement (Brannlund, 2014; Edgerton et al., 2012; Campbell, 2006). Based on the OED framework (Blau and Duncan, 1962) and the Health Attainment model (Lucchini and Sarti, 2009), this study investigates both the determinants of individuals’ educational attainment and its effects on labor market access and earnings, as well as on non-economic outcomes such as self-rated health, happiness, life satisfaction, and civicness. The analysis is based on data from four waves (2012, 2016, 2018, 2020) of the European Social Survey (ESS), partially confirming the proposed hypotheses. In particular, in a cumulative chain effect (Giancola and Salmieri, 2022), social origin (O) exerts a direct influence on educational attainment (E), which in turn affects labor market access, occupational position, and related earnings (D), shaping both the perceived and actual economic conditions of individuals. The combined impact of these dimensions significantly influences self-reported health, psychosocial well-being, and civic engagement, underscoring the importance of investment in education as a key driver of improved life conditions—both economic and non-economic.