Longitudinal Surveys Of Australian Youth Research Articles

Long-term recreational exercise patterns in adolescents and young adults: Trajectory predictors and associations with health, mental-health, and educational outcomes.

Individual and societal factors influencing the formation of long-term recreational exercise habits during the transition from adolescence to young adulthood are not well explored. Using data from the Longitudinal Survey of Australian Youth (LSAY), a population-representative cohort study of Young People followed from age 15 to 25, we aimed to (1) model longitudinal recreational exercise trajectories from age 16 to 24, (2) examine predictors at age 15 of entering these trajectories, and (3) explore the association between the trajectories and health, mental health and educational achievement outcomes measured at the final study wave (age 25). Self-reported recreational exercise frequency data from 9353 LSAY participants were analysed using group-based trajectory modelling. We modelled the evolution of two patterns of recreational exercise behaviour: daily exercise, as per public health guidelines (Model 1); and at least once weekly exercise (Model 2). Model 1 trajectories were guideline-adherent exercisers (17.9% of the sample), never guideline exercisers (27.5%), guideline drop-outs (15.2%) and towards guideline (39.4%); Model 2 trajectories were weekly exercise (69.5% of the sample), decreasing (17.4%), increasing (4.8%), and infrequent (8.3%). For both models, at age 15, trajectory membership was predicted by gender, self-efficacy, time spent participating in sport, time spent watching TV, parental socioeconomic status, and academic literacy. At age 25, people in the guideline-adherent exerciser trajectory (model 1) reported better general health relative to other trajectories, Those in the weekly exerciser trajectory (model 2) had better general health and reduced rates of psychological distress, were happier with life and were more optimistic for the future relative to participants in less than weekly trajectory groups. Exercise-promoting interventions for Young People should specifically address the needs of females, people with low self-efficacy, reluctant exercisers, higher academic achievers, and those experiencing socioeconomic disadvantage.

Longitudinal PLS-SEM analysis of the performance and participation of students in mathematics

<p>The mathematics performance of Australian high-school students in Year 9 and their participation in mathematics subjects in Year 12 has plummeted in the last 20 years. In this paper, a retrospective cohort study was conducted to understand how non-cognitive variables controlled or explained the correlation between mathematics performance in Year 9 and mathematics participation in Year 12. The sample consisted of a cohort of Australian students (<italic>N</italic> = 6653; <italic>n</italic> = 3115, 46.8% male) who participated in the Longitudinal Survey of Australian Youth (LSAY) in 2007 to 2017. Partial least squares structural equation modelling (PLS-SEM) was conducted to explore the degree to which one moderating variable and five mediating variables intervened in the relationship between mathematics performance in Year 9 and mathematics participation in Year 12. Mathematics performance in Year 9 predicted mathematics participation in Year 12 (R<sup>2</sup> = 18.4%). The positive correlation was moderated by gender and mediated by five non-cognitive factors associated with self-related beliefs: mathematics self-concept, self-efficacy, interest, motivation, and anxiety (R<sup>2</sup> = 28.9%). At any given level of mathematics performance in Year 9, a male student with a higher level of mathematics self-concept, self-efficacy, interest, and motivation, and a lower level of anxiety, was more likely to participate in mathematics subjects in Year 12 than a female student with a lower level of mathematics self-concept, self-efficacy, interest, and motivation, and a higher level of anxiety. These finding have implications for ameliorating the declining levels of mathematics performance and participation.</p>

Youth education decisions and occupational misalignment and mismatch: evidence from a representative cohort study of Australian youth

ABSTRACTIn theory, misalignment of education and career aspirations in high school is a crucial determinant of post-school education and career mismatch. However, existing scholarship investigates the social influence and rational choice determinants of misalignment and mismatch separately. This study examines how misalignment at 15 years of age correlates with career mismatch in young adulthood (25 years). Using data from Y09 cohort in the Longitudinal Surveys of Australian Youth (LSAY), it analyses the education and career aspirations of 7,871 15-year-olds and the education and career outcomes of 2,697 of the same cohort after ten years. Consistent with both social class influences and rational choice factors, the results show that young people who were female, misaligned at school, in vocational pathways, were in relatively poor health and wealth when growing up and had a father with lower levels of education were more likely to be mismatched. Notably, misalignment of career and educational aspirations at age 15 was the strongest indicator of employment outcomes in early adulthood at age 25. The findings urge a rethinking of national and state investment in careers education, especially in addressing disadvantages faced by equity groups and within occupations served by vocational education.

Cognition and curiosity:Strategies for firms to recruit curious employees

ABSTRACT Curiosity has long been touted as important for the ability to learn and has been linked with innovation and entrepreneurship. It is also important that employers know how to identify curious potential employees in cost-effective ways during recruitment processes. This paper explores the association between curiosity and cognitive ability. Recruitment processes rely heavily on educational attainment, especially when recruiting young people with low labour market experience. This paper explores the association between curiosity and maths, science, and reading ability in youth. Using six waves of data from the 2003, 2006, and 2009 cohorts of the Longitudinal Surveys of Australian Youth, we examine the extent to which the curiosity of young adults is associated with their school-age cognition level. We find that curious individuals are more likely to have had higher levels of science and reading ability in school, yet curiosity is negatively associated with school-age mathematics ability. These findings provide clear strategies for employers wanting to recruit curious employees without access to expensive profiling techniques.

Returning to the nest: Emerging adults living with parents during the COVID-19 pandemic.

Changes in the working, study and social lives of emerging adults due to the COVID‐19 pandemic have led to greater need for external supports. Many who lived independently may have sought that support by returning to live with parents. This study identifies factors associated with returns made between 2019 and 2020. It describes supports needed and obtained, relationships between parents and their resident emerging adults and identifies correlates of poor coping and high psychological distress. Data from the Longitudinal Surveys of Australian Youth and the Longitudinal Study of Australian Children were used and showed half of the emerging adults who moved did so due to COVID‐19 restrictions. Loss of work and increased need for emotional and financial support were key drivers of moves. Nineteen per cent who returned found spending more time with family difficult and over half did not have their support needs fully met, increasing their odds of poor coping at that time (OR = 2.9, 4.3, respectively) and subsequent psychological distress (OR = 6.0). Families were an important source of support but could not necessarily mitigate all challenges; for some emerging adults, returning to live with parents gave rise to additional difficulties which negatively affected mental health.

(In)equality of opportunity: educational attainments of young people from rural, regional and urban Australia

Since 1990, the Australian higher education system has experienced ongoing reform resulting in the number of universities and student populations more than doubling. Despite this expansion, inequalities in access to higher education related to family background and location persist. Due to the concentration of higher education campuses in the capital cities of each Australian state, inequalities related to geographic location may be as important as those related to socio-economic status. Our analysis of data collected by the Longitudinal Surveys of Australian Youth (LSAY) research programme shows that students from regional and rural areas are less likely than their urban peers to enrol at university. Furthermore, this trend persists when levels of academic achievement at age 15 and Australian Tertiary Admission Rank (ATAR) are accounted for. Given that demand for highly educated workers is increasing and that workers with no post-school qualifications are the most likely to experience unemployment or underemployment, the inaccessibility of educational opportunities may consign the current generation of non-metropolitan youth to extended periods of precarious employment.

Does teenage interest in a teaching career lead to becoming a teacher? Evidence from Australia

Prior research on teenage interest in teaching careers hinges on the assumption that many adolescents, who expect to become teachers, realise their plans in adulthood. However, little is currently known about whether this is the case for recent youth cohorts. This issue is explored here using the nationally representative data from the Australian PISA 2006 cohort who participated, between 2006 and 2016, in the Longitudinal Survey of Australian Youth. The findings indicate that two-thirds of teenage students who wanted to become teachers abandoned their plans before turning 23. The implications for policy and future research are also discussed.

Does disability modify the relationship between labour force status and psychological distress among young people?

ObjectiveTo examine the association between labour force status, including young people who were unemployed and having problems looking for work, and psychological distress one year later. We then assessed whether...

Relating teenagers’ science interest network characteristics to later science course enrolment: An analysis of Australian PISA 2006 and Longitudinal Surveys of Australian Youth data

Recently, students’ interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys of Australian Youth 2008 data (N = 4758) to investigate relationships between the network characteristics of Year 10 students with their decision to enrol in a science course in Year 12. Specifically, we identified indicators central to the SINM and tested whether they predicted chemistry, physics and biology course enrolment. Students’ intentions to pursue a science-related study or career (future intentions in science) and their enjoyment of science (science enjoyment) were the most central indicators for all three science courses. Centrality was strongly related to course enrolment ( r = .36–.74), lending support to the validity of network theory in the context of science interest, as central indicators may play an influential role within the network.

Factors that support high school completion: A longitudinal examination of quality teacher-student relationships and intentions to graduate

IntroductionStage-environment fit theory (SEF) posits that students leave school when their environments do not meet their needs. Quality teacher-student relationships (QTSRs) are a critical element of students’ environments. Moreover, QTSRs help students internalize positive intentions to graduate. QTSRs and intentions to graduate have both been identified as separate determinants of high school completion. These factors may also form a longitudinal socio-motivational process that supports graduation. However, few studies have examined such processes. MethodsThis investigation examined data from N = 4691 Australian secondary students (43% female) included in the Longitudinal Survey of Australian Youth (LSAY) 2009 cohort. Participants were in grade 10 at Time 1 (Mage = 15.74; SD = 0.28), with a total of four annual time points examined. Longitudinal probit regression was used to examine the extent to which grade 10 QTSRs predicted students’ intentions to graduate (in grades 10 and 11), and QTSRs and intentions to graduate predicted high school completion. Multi-class analysis and indirect effects testing were also conducted. ResultsGrade 10 QTSRs are positively associated with grade 10 intentions to graduate and grade 11 intentions to graduate (beyond the effects of grade 10 intentions to graduate). QTSRs and intentions to graduate were also positively associated with increased chances of high school completion. QTSRs were found to play a stronger role for low-achieving students over time. ConclusionsOverall, QTSRs and intentions to graduate appear to be significantly associated with intentions to graduate and high school completion, especially for low-achieving students. Intervention implications are signalled.

Bachelor degree participation in vocational institutions: examining the determinants of participation

ABSTRACT Recent studies in Australia have found that bachelor's degree participation in vocational institutions in Australia tends to skew towards students from high and middle socioeconomic status (SES) backgrounds. This outcome runs counter to overall vocational participation which is dominated by students from low and middle SES backgrounds. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to confirm findings from a mixed-methods study on bachelor courses in vocational institutions by school leaver-aged students. It characterises the student population in such courses and examines evidence on the influence of determinants of bachelor participation in vocational institutions, in relation to measures of family background, wealth and cultural status and school type. It is found that students entering bachelor programs in vocational education have higher household levels of cultural possession, are more likely to plan to enter university, and have higher self-assessments of academic ability than those undertaking traditional vocational qualification pathways, but lower than those who undertook bachelor qualifications at university.

Do single-sex schools help Australians major in STEMM at university?

ABSTRACT Single-sex schooling is believed to benefit students’ academic achievement and girls’ engagement in science, technology, engineering, mathematics, and medicine (STEMM). The latter is assumed because single-sex environments are meant to neutralise gender stereotypes. Little is known, however, about longer term effects of such schooling. Therefore, we consider whether graduating from a single-sex school increases the uptake of university majors in physical or life sciences. Using data from the 2003 cohort of the Longitudinal Survey of Australian Youth and multinomial logistic regressions, we find that girls who graduated from single-sex schools did not major in physical sciences at university at rates higher than their peers from coeducational schools. Likewise, there are no differences in the take up of life science majors, irrespective of gender or type of school. By contrast, fewer boys who graduated from single-sex schools went on to study physical sciences at university. We discuss the implications of these findings.

Gifts as gains? The impact of volunteering on young people’s educational and occupational attainment in Australia

Volunteering is perceived as benefiting youth by facilitating university entry and access to better employment. However, little empirical evidence exists to show whether such perceptions are justified. Therefore, this article presents data on volunteering and attainment from a representative sample of Australians who were born around 1990 and participated in the Longitudinal Survey of Australian Youth between 2006 and 2016. Supplementing results of two-level hierarchical models involving person-year data with insights from several in-depth interviews, we argue that Bourdieu’s theory of social practice is a fruitful framework for understanding how volunteering affects university participation and occupational status of young people. Volunteering provides gains, but they are not large enough to view it as an instrumental means which young people use to advance their educational and employment prospects. Rather, volunteering can be considered as a form of cultural capital which is beneficial but enacted for reasons other than extrinsic rewards.

Financial Outcomes in Adolescence and Early Adulthood in Australian Longitudinal Data

AbstractThis article describes and catalogues person‐specific measures of financial outcomes that are available for adolescents and young adults in three large longitudinal Australian surveys: the Longitudinal Surveys of Australian Youth, the Longitudinal Study of Australian Children, and the Household, Income and Labour Dynamics in Australia Survey. It summarises international research that has been conducted on young people's financial outcomes, illustrating outcomes that have been investigated, research questions that have been asked, and distinctions that have been drawn between adolescents and young adults. It considers the strengths and weaknesses of the three surveys for extending this research into the Australian context.

Is it all about early occupational expectations? How the gender gap in two science domains reproduces itself at subsequent stages of education: evidence from longitudinal PISA in Australia

ABSTRACTAlthough the gender gap in non-compulsory science attracts much attention, few studies compare factors that shape it at subsequent life stages. Here, a life-course approach is used to examine the gender gap in science career expectations at ages 16, 23 and 26 for a recent student cohort. Then, a decomposition is applied to assess what share of the gender gap in Year 12 science, university science and post-university employment depends on earlier expectations to pursue a science career. The data, collected between 2006 and 2016, come from the population-representative Longitudinal Survey of Australian Youth, initiated with the Australian sample of the Program for International Student Assessment (PISA). Pathways into two science domains are contrasted. The first is biological and health sciences (BAH), the second entails computing, engineering, physics and mathematical sciences (CEM). The gender gap in occupational plans to work in science is widest in adolescence before stabilising in young adulthood. Yet, adolescence is also a life stage at which science is most popular as a potential career. Prior to university entry, up to one third of the gender gap in science can be attributed to individual motivation or characteristics. What can be explained, depends predominantly on occupational goals.

Student Factors Influencing STEM Subject Choice in Year 12: a Structural Equation Model Using PISA/LSAY Data

This study investigates factors that influenced the science, technology, engineering and mathematics (STEM) subject enrolment decisions of Year 12 students in Australia. Structural equation modelling (SEM) is used to develop a model using Programme for International Student Assessment (PISA) and Longitudinal Surveys of Australian Youth (LSAY) data with participating students (N = 7442) from 356 schools. An adapted version of the theory of planned behaviour (TPB), a behavioural prediction model, is used as the guiding conceptual framework. Students’ demographic background, attitudes towards science and achievement in science and mathematics at age 15 are used as predictors for subsequent enrolment in STEM subjects in Year 12. Gender, socio-economic status (SES) and immigrant status (native vs. non-native) are shown to be contributing factors. The personal value of science, enjoyment of science, self-concept in science and achievement (mathematics and science) are mediating factors in the model. These findings provide schools, policymakers and educational advisors with a greater understanding of the factors that influence Australian students’ decisions of whether to enrol in a STEM subject at Year 12. Evidence provided allows key stakeholders to take a more targeted approach to enhance STEM participation for students from varying demographic backgrounds.

An introduction to the Longitudinal Surveys of Australian Youth (LSAY)

The Longitudinal Surveys of Australian Youth (LSAY) is a large, nationally representative study that follows youth cohorts for ten years at a time as they transition from school into further study, work and other destinations. With more than 20 years of unit record data, LSAY provides researchers with information for six cohorts of Australian youth, offering insight into the pathways of young people across multiple generations. This well-established study programme provides rich information across areas of school and post-school education, employment, household characteristics and key demographics. LSAY data sets are provided free of charge and supported by a dedicated website containing user guides, technical papers and interactive online summary data tools. This study profile introduces readers to LSAY by providing a brief history of its origin and establishment, before examining its design, data collection methods and survey outputs.

Does advanced mathematics help students enter university more than basic mathematics? Gender and returns to year 12 mathematics in Australia

Students in many jurisdictions can study Mathematics at different levels in their final 2 years of secondary education. The levels of Mathematics range from standard (not involving calculus), through basic calculus, to more advanced treatments of calculus and algebra. In this context, some students can elect to study Mathematics at a level below their ability. We consider the situation in New South Wales (NSW), Australia, where most Year 12 students who apply to university are awarded a percentile ranking, namely the Australian Tertiary Admission Rank (ATAR). The ATAR reflects students’ results in the final 2 years of secondary education and frequently determines what they can study at university. As the study of Mathematics is often segregated by gender, it is of interest to explore how boys’ and girls’ choices about level of Mathematics study affect their ATAR. We analyze administrative data for 46,000 senior secondary students in NSW who completed their Year 12 in 2011 and the Longitudinal Survey of Australian Youth (LSAY) for the same cohort. Using two-level regressions that control for relevant student and school characteristics, we find that, for a given level of performance in Mathematics in Year 10, girls see greater improvement than boys in Year 12 for all levels of Mathematics except the most advanced course. Girls who study basic Mathematics achieve ATAR increments as high as girls in some advanced courses. We discuss how awareness of these results may influence students’ decisions on what level of Mathematics to study in Years 11 and 12.

The Longitudinal Surveys of Australian Youth: 20 Years and Beyond

AbstractThe Longitudinal Surveys of Australian Youth (LSAY) follow several cohorts of young Australians as they move through secondary school, into further study, work and other destinations. The LSAY datasets provide an evidence‐based capacity for sophisticated exploration of policy and research questions through insights into individual changes, transitions and trajectories across the life‐course of young Australians. This article aims to provide an update on the progress of LSAY, including its history, evolution of the sample, sample maintenance activities, updates to the information collected, developments to the survey, the many uses that have been made of the data and possible enhancements.

Gender and mathematics: Pathways to mathematically intensive fields of study in Australia

Abstract Women in Australia have gone from being under-represented to being over-represented in university education, but they are still far less likely than men to engage in mathematically intensive science fields including engineering, information technology and the physical sciences. I aim to contribute to the literature by examining the extent to which secondary school educational experiences and occupational expectations explain the gender gap in the choice of a mathematically intensive university major. I used logistic regression models and the KHB method to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. Overall, I found that about 28 percent of the gender gap could be explained by students’ expectations of a mathematically oriented career while in secondary school, self-assessed mathematical competence in adolescence and engagement in advanced mathematics and physical science subjects in the final year of secondary school. The results of the KHB method demonstrate that the expectation of a mathematically oriented career has the greatest potential to bridge the gender gap.