British Educational Research Journal · 2015 · 332 citations · 33 references
High School AchievementEducational AttainmentEducational PsychologyEducationSocial StratificationStudent OutcomeElementary EducationStudent MotivationEducational DisadvantageBehavioral SciencesYoung PeopleSchool PsychologyStudent SuccessMotivationStudents ’ AspirationsEducational LeadershipEducational StatisticsAdolescent LearningHigher EducationAdolescent CognitionSecondary EducationMiddle Level EducationAchievement Motivation
The study aims to examine how combinations of aspirations, expectations, and achievement influence students’ likelihood of applying to university at age 17–18. Using data from the Longitudinal Study of Young People in England (LSYPE), the authors analyze these relationships across students’ educational trajectories. The findings show that high aspirations or expectations raise achievement, that complete alignment of high aspirations, expectations, and achievement best predicts future university applications, that low expectations are not harmful when aspirations and achievement are high, and that ethnic differences favor white students at GCSE but reverse at university application.
Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students’ future educational behaviour (applying to university at the age of 17–18). The study shows that students with either high aspirations or high expectations have higher school achievement than those with both low aspirations and low expectations. Furthermore, complete alignment between high aspirations, high expectations and high achievement is the most important predictor of future educational behaviour among students. However, it is also found that low expectations do not negatively impact students’ future behaviour when they have high aspirations accompanied with high school achievement. Additionally, the study finds significant ethnic differences in favour of white students at GCSE level, but that these differences are reversed in relation to applying to university at the age of 17–18.
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Distinction: A Social Critique of the Judgement of Taste.
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