RAEAA · The relationship between Aspirations, Expectations and Achievement: Analysing the Longitudinal Survey of Young People in England
7РП — „Хора“ (Действия „Мария Кюри“)
- Период
- 2013-09-01 → 2015-08-31
- Финансиране от ЕС
- 309 235 €
- Участници
- 1
- Схема
- MC-IEF
Линиите свързват координатора с партньорите.
Накратко на български
Връзката между амбициите, очакванията и реалните успехи на учениците се анализира чрез примери като случаите, в които високите цели не водят до добри оценки. Това помага да се разбере кое влияе най-силно върху решението на младите хора да кандидатстват в университет.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
The relationship between Aspirations, Expectations and Achievement: Analysing the Longitudinal Survey of Young People in England
In the first part of this project, it proposes a new typology of educational aspirations, expectations and achievement. This typology is derived from combinations of aspirations, expectations and achievement, creating eight possible combinations of aligned and irregular profiles. To devise this new typology, data from the Longitudinal Study of Young People in England (LSYPE) panel survey and matching administrative data from the National Pupil Database (NPD) were utilised. These data were collected in 2004 from a sample of 15,770 young people (YP) aged 13 to 14 attending 647 different schools in England. This study demonstrates that aspirations, expectations and achievement do converge amongst some students; but for most young people they do not always intersect. Many young people succeed academically, but without necessarily developing high aspirations or high expectations. For one out of every five young people, high aspirations and high expectations do not lead to academic achievement. The findings in this paper provide a distinct analytical framework for further research and policy development in this area. In the second part of the project, 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 amongst 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.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
The literature on educational aspirations, expectations and achievement provides a puzzled picture about the causal relationship between these concepts. This relationship has been under study since the late 1960s and early 1970s, yet, it is not at all clear whether there is a causal relationship between aspirations, expectations and achievement. It is not clear when and under what conditions high aspirations precede great achievement or whether high expectations are a reliable predictor for future success.The proposed study will use the Longitudinal Survey of Young People in England and the National Pupil Database to offer a new approach of conceptualising the relationship between aspirations, expectations and achievement amongst majority and minority pupils in England. It aims to map out all of the possible situations of aligned and misaligned future orientation (aspirations, expectations and achievement) and the factors that determine each of these situations (e.g. family context and class, school context and locality context).In the first part of the study I will formulate a comprehensive new theory of the relationship between these concepts (new typology of aligned/misaligned future orientation). This will cover various aspects of the relationship between aspirations, expectations and achievement, focussing on the mechanisms through which success within schools is determined for majority and minority pupils. Drawing on insights from the first part, the second part will empirically examine the new theoretical framework by exploring how family and school contexts affect the extent of alignment between aspirations, expectations and achievement. This part draws on extensive longitudinal and multilevel analysis of the above rich data. The analysis will resolve the puzzled picture of the relationship between aspirations, expectations and achievement and pave the way for both further research and new policies to tackle underachievement.
Оригинален текст от CORDIS (на английски).
Участници
- UNIVERSITY OF BRISTOL · BRISTOLКоординаторОбединеното кралство
Връзки
Данни: CORDIS, © Европейски съюз