type of education the subject receives. Self-reflexive action Essentially, this implies that a person's status attainment can only be limited by one's own "perceived ability". Social structural factors, however, determine the expectations of an individual's significant others—which then influence the person's attitudes. These attitudes themselves then exert directive forces over both academic performance and later educational and occupational attainments. Status aspirations One's desire to attain status is an obligation for educational and occupational attainment. Resulting hypotheses Because this model organizes how status aspirations are formed and the way in which they influence "attainment-oriented behavior" the following conclusions can be drawn from the model: "Status aspirations are complex forms of attitudes whose translation into attainment levels is affected by the context in which individuals attempt to enact them." "Attitudes - including levels of aspiration - are formed and altered through two basic mechanisms; interpersonal influence, including reflexive adjustment of others' expectations, and including self-reflexion." See also Status attainment Social mobility Social stratification Notes References Haller, Archibald O., Woelfel, Joseph, and Fink, Edward L. (1968). The Wisconsin Significant Other Battery: Construction, Validation, and Reliability Tests of Questionnaire Instruments to Identify 'Significant Others' and Measure Their Educational and Occupational Expectations for High School Youth. Final Report. http://www.eric.ed.gov/PDFS/ED035990.pdf Hurst, Charles E (2007). Social Inequality: Forms, Causes, Consequences (Sixth Edition). Boston: Pearson Education, Inc. . Social classes Socio-economic mobility University of Wisconsin–Madison