Students’ aspirations, expectations and school achievement: what really matters?
By N. Khattab. 2015
327 citations recorded by the source corpus.
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.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/fd4c2b170e9753de3d77762428346d22c9a1e9a6
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In Education
In Sociology and Political Science
Citations in the corpus
- Educational aspirations among UK Young Teenagers: Exploring the role of gender, class and ethnicity (2016, methodology): “Finally, the new analyses are made possible by the availability of nationally representative survey of sufficient size to enable analyses of minority ethnic groups, to sit alongside analyses undertaken on the Youth Cohort Studies and LSYPE (e.g. Chowdry et al., 2011; Strand 2011, 2014; Schoon, 2010;”