Level Of Educational Aspiration Research Articles

A Comparative Study of Educational Aspiration among Scheduled Caste Secondary School Students

The present study has an attempt to explore levels educational aspirations of scheduled caste secondary school students. To study and compare the levels of educational aspiration of scheduled caste secondary school students. A representative sample of 760 form class 9th and 10th class students was randomly selected from government schools. Tools for collecting the data included Educational Aspiration Scale developed by Yashmin Ghani Khan, (2019). The data were analysed using descriptive statistics and T-Test, the finding of the study revealed majority of scheduled caste secondary school students fall under Average Realistic levels of Educational Aspiration and also found that the majority of scheduled caste secondary school students fall under Average Realistic levels of Educational Aspiration both gender male and female respectively. Moreover, data depicts that there is no significant difference between male and female scheduled caste secondary school student on educational aspiration levels.

IS TIME PERSPECTIVE A PREDICTOR FOR EDUCATIONAL ASPIRATIONS?

BackgroundThe construct of time perspective (TP) describes how people experience the past, the present, and the future (Lewin, 1951; Zimbardo & Boyd, 1999). TP does also affect expectations and goals towards the future (Zimbardo & Boyd, 2008). To measure TP, Zimbardo and Boyd (1999) developed the Zimbardo Time Perspective Inventory (ZTPI). In newer developments of this questionnaire (e.g., Kostal et al., 2015), 6 dimensions of time perspective are distinguished: past-negative (e.g., “I often think of what I should have done differently in my life”), past-positive (e.g., “It gives me pleasure to think about my past”), present-fatalistic (e.g., “Since whatever will be will be, it doesn’t really matter what I do”), present-hedonistic (e.g., “I take risks to put excitement in my life”), future-negative (e.g., “To think about my future makes me sad”), and future-positive (e.g., “I complete projects on time by making steady progress”). Several correlation analyses have been done confirming relationships between TP and other relevant psychological variables, like, for example, depression and neuroticism (van Beek et al., 2011), mental health (Gilbert & Sifers, 2011), well-being (Zhang et al., 2013), and substance abuse (Barnett et al., 2013). However, rarely, if ever, has been investigated whether TP is related to educational aspirations. Since educational aspirations entail expectations or wishes of an individual in regard to her or his future academic achievements (Klapproth, 2020), it seems reasonable to assume that a high level of educational aspirations would correspond with a high level of positive time perspective. Similarly, educational aspirations should negatively relate to present (both fatalistic and hedonistic) time perspective.Subjects and MethodsIn the present study, N = 134 undergraduates (73.9 % female, mean age = 22.1 years, SD = 3.6), enrolled in a psychology study program in a German university, participated and provided information about their educational aspirations and their time perspective. Aspirations were measured by the participants’ wishes (idealistic aspirations) and expectations (realistic aspirations) about their final grades and their further academic career. TP was assessed by the administration of the ZTPI scale (Kostal et al., 2015).ResultsBivariate correlation analyses showed a significant negative relationship between the expected final grade and future-positive TP, r = -.18, p = .037, a significant positive relationship between the expected final grade and future-negative TP, r = .17, p = .049, and a significant negative relationship between expecting a doctoral degree and present-fatalistic TP, r = -.28, p = .001. All further correlations were not significant.ConclusionsThe results show that whereas realistic educational aspirations had some relationships with TP, idealistic aspirations were not related to TP. This result suggests that TP is a personality variable affecting (realistic) expectations more than (idealistic) wishes. Moreover, it can be assumed from the results obtained that educational careers, which largely depend on educational aspirations, are constrained by TP. Students who are positively oriented towards the future are more likely to develop high level aspirations and therefore may be more successful in the future in terms of grades and educational outcomes.

Finding the Right Path: Exploring the College Choice of Haitian Immigrants at a Highly Selective Historically Black College & University

Today, Haitian immigrants account for nearly 17% of the Black population in the United States (Tamir, 2021). The increase of Haitian immigrant families has led to an increase in Haitian immigrant children enrolling in college. This trend has affected enrollment at all higher education institutions—most notably Historically Black Colleges & Universities (HBCUs). However, while HBCUs today are vastly different from institutions of the mid-1800s, the literature on Black students entering college continues to focus on African American students (Gyapong & Smith, 2012; Cartledge et al., 2015; Chapman et al., 2018). Although there are studies on the factors affecting Haitian immigrant student levels of educational aspiration, less attention has been given to the college of choice (Dublin, 2014). Therefore, this qualitative phenomenological study sought to explore the college choice process of ten Haitian immigrant students who attended a highly selective HBCU in the Northeast region of the United States.

Relationship between mental health academic achievement and educational aspiration of high school children from single parent families

Family structure has a greater influence on children psychological as well as academic success and aspiration. Children from single parent families face many problems pertaining to mental health, academic success and educational aspiration. This study examines the relationship between mental health, academic achievement and educational aspiration of high school children from single parent families which was conducted during 2019-2020. A total of 240 children (120 from urban area and 120 from rural area) of 13-16yrs were selected from Dharwad taluk. Strengths and Difficulties Questionnaire scale was used to assess the level of mental health of children. Children previous year annual examination grades were recorded to know the academic achievement of children. Mazumdar Eucational Aspiration Inventory scale was used to know the level of educational aspiration of children. The outcomes of the study highlighted that, mental health was significantly associated with locality of children where, urban children have more mental health problems as compared to their counterparts in rural area. Academic achievement and educational aspirations were significantly associated with locality of children. Children from rural area had poor academic achievement and low educational aspiration than urban children. It was interesting to note that mental health was not correlated significantly with academic achievement of children in both the regions. However, mental health was negatively and significantly correlated with academic achievement of children in rural area. Which indicates that as mental health problems increases educational aspiration among children decreases. Further the study indicated that academic achievement was not significantly correlated with educational aspiration of children in urban and rural areas. It was noted that there is a need for intervention programmes to improve the mental health, academic success and educational aspiration among children from single parent families.

Personal Predictors of Parents’ Educational Aspirations for their Children with Disabilities

In order to address the main research problem, the authors determined the correlation between personal predictors, i.e. the level of self-esteem measured by Fitts’ Tennessee Self-Concept Scale, the styles of coping with stress examined by Endler & Parkers’ Coping Inventory for Stressful Situations, the intensity of social support measured by Norbeck Social Support Questionnaire, and the level of educational aspirations of parents of children with disabilities, assessed by K. Parental Aspirations Questionnaire. The research involved 247 mothers and fathers of children with visual, auditory, motor and intellectual disabilities. Only full families were investigated. The research relied on multiple step-wise regression analysis, factor analysis, and path analysis for mothers and fathers separately. The high level of aspirations for the education of children with disabilities was dependent on the positive self-esteem of both mothers and fathers. The article presents a discussion of the results, study limitations, practical implications and future research areas.

Increasing understanding of the aspirations and expectations of Roma students

It is estimated that only approximately 20 percent of adult European Roma have attained higher than primary education. Scholars have identified different potential causes of the unfavourable school outcomes achieved by Roma students. Cultural differences between the (traditional) way of life in Roma families and the values professed by the mainstream society are often blamed for high dropout rates and the low educational attainment of Roma. Yet there is also a group of researchers who disagree with this, and suggest that it is more to do with economic and other differences. Our empirical study is based on a large representative sample of UNDP/WB/EC Regional Roma Survey conducted in twelve European countries. We show that, on average, Roma respondents (in comparison to non-Roma) express remarkably lower levels of educational aspirations for children. However, these differences diminish considerably when controlling for common individual and household characteristics, and again when including culture proxies. Consequently, our study contributes to questioning one of the negative stereotypes about the distinctiveness of Roma and their culture in relation to education.

Learners’ educational aspirations in South Africa: The role of the home and the school

An extensive body of research exists on the background characteristics that predict learner achievement. However, in South Africa, little attention has been paid to the level of educational aspirations and the factors that shape the level of aspirations. Using a bio-ecological systems theory of development, we explored the role of gender, socio-economic status (determined by resources at home and school), parental involvement and school climate in determining educational aspirations. Using a nationally representative sample of 11,969 learners (females = 5,248; mean age = 15.7 years) from the Trends in International Mathematics and Science Study (TIMSS) and the statistical analysis technique of structural equation modelling (SEM), we investigated the relationships between parental involvement, school climate and learner educational aspirations. Our study showed that students from low socio-economic status (SES) homes and schools had lower educational aspirations. We also found positive relationships between both positive and negative school climate and learner aspirations. A surprising finding was that parental involvement did not have any influence on shaping learner aspirations. The findings indicate a need to improve educational resources at schools as well as the school climate, as schools matter for learners in low-income countries. Furthermore, it is important to inform learners of the requirements for tertiary education, so that they develop more realistic aspirations. Keywords: home resources; learner educational aspirations; parental involvement; school climate; school socio-economic status

Gender Differences in the Educational Penalty of Delinquent Behavior: Evidence from an Analysis of Siblings

This study examines: (a) whether the association between juvenile delinquency and educational attainment differs by gender, and (b) which factors underlie such gender differences. In order to account for the influence of unobservable family-background factors, this study applies sibling fixed-effects models on the National Longitudinal Study of Adolescent to Adult Health (Add Health). As a sensitivity check, I explore whether observed gender differences are robust to different measurements of delinquency and the potential presence of sibling spillover effects. Nearly half of the association between juvenile delinquency and educational attainment is attributable to unobservable factors related to family background. This study finds that controlling for unobserved family-level heterogeneity substantially attenuates the association between juvenile delinquency and educational attainment among females, making it no longer statistically significant. Among males, sibling fixed-effects estimates suggest that a one-standard-deviation increase in delinquent involvement is associated with a reduction in 0.23 years of schooling and a 4.6 percentage point increase in the probability of high school dropout. Supplementary analyses show that male delinquents face major disadvantages in social relationships in school settings and display lower levels of educational aspirations as well as effort. No such patterns are found among female delinquents. This study finds a negative association between delinquency and educational attainment only for males but not for females. Results suggest that failure to account for unobserved family-level heterogeneity spuriously inflates the delinquency–education association to a larger extent among females than males.

A STUDY ON LEVEL OF EDUCATIONAL ASPIRATIONS AMONG 2ND YEAR STUDENTS OF B.ED. COLLEGES IN MYSORE CITY, INDIA

This present study was conducted on “A study on Level of Educational Aspiration among 2 nd year students of B.Ed. colleges in Mysore city”, INDIA. The researcher work smoothly and confine the study to specific frame work, the objectives of the study were; to study the level of educational aspirations among 2 nd year students of B.Ed. colleges in Mysore city, to study The significance difference among the following categories with reference to Educational Aspiration: a) Gender (male and female), b) Locality (Urban and Rural), c) Socio-economic Status (high/low socio economic status); d) Types of schools (Government, Private Aided and Private Unaided). Main variables of the study were Educational Aspiration and background variables were Gender, Locality, Socio-economic status and Types of schools. The study was conducted by using Descriptive Survey research methodology to find the degree to which the interaction affect exists among the selected variables. Population of the study was 2 nd year students of B.Ed. colleges belonging to Government, Private aided and private unaided colleges in Mysore city, Mysore District, Karnataka State. The sample for the study was selected using the proportionate stratified random sampling techniques. The proportion of the sample was selected according to Daryle W. Morgan’s table. In Mysore city there are 37 B.Ed. colleges. According to Morgan’s table 10 colleges were selected out of 37 through lottery system. To collect the required data from the sample of 242 students of B.Ed. colleges the researcher used standard tool “Level of Education Aspiration Test” by Dr. Yasmin Ghani Khan. The research findings were; there is significant difference between male and female of 2 nd year students of B.Ed. colleges’ in Mysore city with respect to their Levels of Educational Aspiration, no significant difference seen between urban and rural with respect to their Levels of Educational Aspiration among 2 nd year students of B.Ed. colleges in Mysore city, there is significant difference between high and low socio economic status of 2 nd year students of B.Ed. colleges in Mysore city with respect to their Levels of Educational Aspiration and no significant difference between Government, private aided and private unaided B.Ed. colleges in Mysore city with respect to their Levels of Educational Aspiration. The study recommends the needs to investigate separately the educational aspiration, vocational aspiration and economic aspiration etc. of B.Ed. colleges’ students and factors determining them in order to have a better understanding of the children and help them to guide in the right direction without losing the most precious resource. Further research may be planned and conducted on the same. Article visualizations:

Immigrant students’ achievements in light of their educational aspirations and academic motivation

ABSTRACTDespite their often-reported tendency to ‘aim high’, children of immigrants frequently demonstrate lower school achievement than children of non-immigrants. We address this attitude-achievement paradox by proposing a conditional view that contends that exposure to the destination country's language is essential for transforming favourable educational orientations into achievement. Based on German data from the National Educational Panel Study (NEPS), we study the role of educational attitudes in terms of both sociological measures of educational aspirations and psychological measures of academic motivation. The attitude-achievement paradox is reflected in a weaker link between educational orientations and reading achievement among students from certain migrant groups than among their majority peers. Regarding the sources of these discrepancies, we find that immigrant students who use the destination language in their everyday interactions experience greater benefits from higher levels of educational aspirations and academic motivation than do those with less exposure to the language. In this manner, we can account for some of the observed group differences in the link between educational attitudes and achievement and, thus, for part of the attitude-achievement paradox.

Religion and youth educational aspirations: a multilevel approach

ABSTRACTPrevious research has demonstrated that individual religious beliefs and practices are associated with educational outcomes. However, less is known about the manner in which the overall religious cultural influence of a religion can affect an individual’s educational aspirations. Using multilevel analyses on two waves of the National Study of Youth and Religion (NSYR) merged with county-level variables from the US Census, and the Religious Congregations and Membership Study (RCMS), the study shows that a county’s higher Jewish population share is associated with a higher level of educational aspirations for the youth, regardless of being Jewish or not. This Jewish contextual effect remains robust even after controlling a wide range of individual and county-level variables, such as individual academic achievement and religious identity. Consistent with the relevant theory and literature, the negative main effect of county-level conservative Protestant population share on educational aspirations is explained by county-level socioeconomic characteristics. The same mechanism is used in part to explain the initially positive relationship between Catholic population share and educational aspirations. Finally, the study highlights the importance of using a multilevel approach to examine and provide understanding of the relationship between religious influence and educational outcomes.

Achievement Gains from Attendance at Selective High Schools

Selective high schools are a polarizing topic in education policy, despite only having a small presence in some Australian states. These schools perform exceptionally well when their students’ educational and career outcomes are considered, but this is perhaps unsurprising because admission is based on academic performance. This paper asks whether academically selective schools improve their students’ university entrance results beyond what they would have achieved otherwise. Following a cohort of students through high school from an anonymized Australian state, we estimate the selective school effect via two methods: propensity score matching, which compares students of similar background and prior achievement, and regression discontinuity (RD), which compares marginal selective and non-selective students on the basis of the entrance exam. Our results point to small effects in terms of university entrance ranks, which is consistent with findings from similar studies in the UK, the USA, and other Australian research. Overall, the small selective school effect appears to reflect the high levels of educational aspiration of both selective students as well as applicants who attended other schools. Both groups of students appear to be among the most driven and motivated, being disproportionately from immigrant and socio-economically advantaged backgrounds, and having implicitly signaled an aspirational intent by applying to the schools.

Educational Aspiration of Secondary School Students in relation to Academic Achievement

Education being the sub system of society plays a key role in moldings, reforming shaping, and reconstructing it from time to time. It can be defined as pillar of strength for the entire society as, it is with the process of education that we can create a learning society It, plays an important role in the life of an individual at every stage but also in deterring his status in the society and academic -achievement is the important goal of education in case of students; knowledge, attainment and skill acquired in school students is judged with the help of examination which can be teacher made or standardized tests. So, an attempt has been made in this study to investigate their level of aspiration. While the term achievement refers to the degree of success attained in some specific tasks, especially school performance. The study has been conducted on a sample of 600 9th class students of jammu district. Educational Aspiration scale (EAS) form by Dr. V.P. Sharma & Dr. (KM) Anuradhagupta was used as a tool for measuring Level of Education Aspiration. Level of Educational Aspiration is undoubtedly a research issue sought after by the educational psychologists. In this paper an attempt have been made to study the levels of academic achievement in relation to educational –aspirations of secondary school students. Findings revealed that educational aspirations had a very low relationship with academic-achievement.

Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations

ABSTRACTThe author presents the result of a quantitative survey as a part of a larger mixed-methods study conducted across two case study schools in urban Jamaica. It focuses on Black Caribbean boys' levels of educational aspirations in relation to their economic, social, and embodied cultural capital. The study utilizes Bourdieu's notions of capital, reconceptualized to match the sociocultural context of the research and set within a critical realist metatheoretical framework. Logistic regression models, supported by participants' narratives, show boys' educational aspirations to be highly predictable by their level of capital—including dispositional beliefs held through influence of the maternal family both locally and in the Jamaican diaspora of the United Kingdom, United States, and Canada.

Critical analysis of peasantry modernization in agriculture under integrated tribal development project

The independent variables viz.,education, size of land holding, farm power, organizational participation, annual income, mass media exposure, change agency contact, level of educational aspiration of their son, economic motivation, cosmopoliteness, risk orientation, scientific orientation and attitude toward Integrated Tribal Development Project of the respondents had positive and significant correlation with their level of overall modernization and only age of the respondents found to be negatively and significantly correlated with their overall modernization. Seven variables viz., annual income, economic motivation, social participation, scientific orientation, education, cosmopoliteness and organizational participation to gathered contributed 89.90 per cent variation to the extent of overall modernization and annual income was the key variable in exerting considerable direct and subsequent indirect effect and cosmopoliteness had maximum positive indirect effect.

Building Bridges for School Improvement A Model for Sustainable University-School Partnerships

Public education in the 21C presents high needs schools with significant challenges and often unequal access to digital technologies. To address these concerns and build bridges across this digital divide, our research team conducted a one-year pilot project to develop a sustainable university-school partnership between our faculty of education and two local high needs elementary schools. The project is examined through several lenses, including the importance of university-school partnerships, advantages and challenges of the project, sustainability, leadership in high needs schools, school improvement factors, the role of community involvement and the effect of comprehensive school health on student achievement. In this article, we describe the initial formation of a partnership between the university and two schools identified as high needs by Educational Quality and Accountability Office scores, as well as low SES and demographics indicating low levels of educational aspiration and achievement. University professors, administrators, classroom teachers, students and preservice teacher candidates, worked collaboratively to lay the groundwork for a research-based and sustainable partnership by bringing the resources, strengths, skills and expertise of the schools and the faculty of education directly to bear on the “digital divide” experienced in these schools and to provide collaborative support to improve student achievement.

Career choices: Linguistic and educational socialization of Sudanese-background high-school students in Australia

This research investigated the linguistic and educational socialization of Sudanese refugee-background youth in Australia. The study focussed on exploring Sudanese-background secondary school students’ career aspirations, motivations and obstacles. The research used a mixed-method approach including a survey conducted with students studying in six regional Australian high-schools and three focus group discussions held in two schools. The research findings provide profound insights into motivation and agency in their career choices. The research also explored the tensions between high levels of educational aspirations and the linguistic, psychological, racial and social barriers that Sudanese-background learners face in their socialization process in Australia. Some of the barriers include racism, interrupted schooling, and low levels of English literacy. Their voices about their career choices, on the other hand, are testimony of their resilience and their motivation to help others in Australia and in Sudan.

The Effects of Single Parenthood on Educational Aspiration: A Comparative Study of Children in the United Kingdom and Hong Kong

Using data collected by the Organization for Economic Co-operation and Development's Program for International Student Assessment in 2003, this study examines the gap in the educational aspirations of children from single-parent families and two-parent families in the United Kingdom (UK) and Hong Kong. Consistent with previous research on the relationship between cultural orientation and academic motivation, our analysis shows that children in the UK have statistically significant lower levels of educational aspiration than those in Hong Kong. Moreover, children from single-parent families in the UK and Hong Kong are found to have statistically significant lower levels of educational aspiration than those from two-parent families. Further analyses indicate that family capital and school experience are important factors for understanding the negative effects of single parenthood. Finally, we observe that single parenthood has a less negative effect on educational aspiration in the UK than it does in Hong Kong, which can be explained by differences in government family policy and family capital between the two regions. Based on the outcomes from the current analysis, we put forward several policy and service recommendations for improving children's educational aspiration and enhancing family well-being.

Democratization of secondary education in Malaysia: attitudes towards schooling and educational aspirations

As a consequence of the democratization of secondary education in Malaysia beginning in the 1990s, many students who do not have academic credentials are allowed to progress to upper secondary education. This study examines the attitudes of these students towards two important aspects of schooling – namely, learning and examinations, as well as their educational aspirations – to assess the extent to which they have fulfilled the aims of the democratization of secondary education, among which is to produce more highly trained and well-educated manpower. A questionnaire survey and in-depth interviews were conducted in five sampled schools to explore the issues from various perspectives. The attitudes of the students towards learning and examinations as well as their levels of educational aspirations were generally found to be wanting regardless of their background. This study has revealed the internal contradiction of the democratization of secondary education in Malaysia. The democratization of secondary education within the ambit of a highly academic and examination-oriented education system has not served the needs of academically weak students. This study has also revealed the lack of alternative educational opportunities available to these students. The lack of resolve among teachers to handle these students and enough counsellors to guide them through the schooling process further complicate their problems.

Factors associated with educational aspirations among adolescents: cues to counteract socioeconomic differences?

BackgroundOur study aims to follow this effort and to explore the association between health, socioeconomic background, school-related factors, social support and adolescents' sense of coherence and educational aspirations among adolescents from different educational tracks and to contribute to the existing body of knowledge on the role of educational aspirations in the social reproduction of health inequalities. We expect that socioeconomic background will contribute to the development of educational aspirations, but this association will be modified by available social and individual resources, which may be particularly favourable for the group of adolescents who are on lower educational tracks, since for them such resources may lead to gaining a higher educational level.MethodsWe collected data on the socioeconomic background (mother's and father's education and employment status, doubts about affordability of future study), school-related factors (school atmosphere, school conditions, attitudes towards school), perceived social support, sense of coherence (manageability, comprehensibility, meaningfulness) and the self-rated health of a national sample of Slovak adolescents (n = 1992, 53.5% females, mean age 16.9 years). We assessed the association of these factors with educational aspirations, overall and by educational tracks (grammar schools, specialised secondary schools, vocational schools).ResultsWe found statistically significant associations with educational aspirations for the factors parental educational level, father's unemployment, doubts about the affordability of future study, school atmosphere, attitude towards school, social support from the father and a sense of coherence. Social support from the mother and friends was not associated with educational aspiration, nor was self-rated health. Besides affinity towards school, the determinants of educational aspirations differed among adolescents on different educational tracks. Educational aspirations of grammar school students were associated with father's education, while the aspirations of their peers on lower educational tracks had a stronger association with mother's education and perceived social support from father and friends. Moreover, a sense of coherence contributes to the reporting of educational aspiration by students on different educational tracks.ConclusionsCharacteristics of the school environment, the family and the individual adolescent are all associated with the level of educational aspiration, but in a different way for different educational tracks. Interventions aimed at reducing socioeconomic inequalities in health via the educational system should, therefore, take this variation and the rather pivotal role of the father into account.