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Journal articles on the topic 'Higher education aspirations'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Tzenis, Joanna A. "Campus Immersion: Supporting Youth Agency and Aspirations for Higher Education." Journal of Youth Development 13, no. 4 (December 14, 2018): 134–48. http://dx.doi.org/10.5195/jyd.2018.576.

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Encouraging aspirations for higher education among young people who are marginalized is a common youth program strategy for addressing educational and social disparities. However, data on educational attainment suggests that these aspirations often go unfulfilled and that there is a need for a different approach—one that more deeply considers the ways in which social context influences youth agency. Within this paper, I show that while marginalized youth have aspirations for higher education, they have fewer opportunities to take action to achieve them. Conceptually, this paper draws from Bourdieu’s concept of “habitus” and Sen’s capability approach in order to understand the aspirations for higher education among marginalized youth and how they can be supported through youth programs. A case from an overnight, campus-based youth program highlights how youth programs can support youths’ agentic abilities to achieve their aspirations. The findings from this study suggest that both future-planning activities and emulating student life prepared youth to navigate socio-cultural barriers to aspiration achievement. The presented findings offer insight into the nature of aspiring and have implications for how youth programs can be designed to effectively support agency and aspiration development among youth who have been marginalized.

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2

Sellar, Sam, Trevor Gale, and Stephen Parker. "Appreciating aspirations in Australian higher education." Cambridge Journal of Education 41, no. 1 (March 2011): 37–52. http://dx.doi.org/10.1080/0305764x.2010.549457.

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3

Horgan, Thomas R. "Higher education consortia: Raising aspirations through collaboration." New Directions for Philanthropic Fundraising 2003, no. 40 (2003): 65–77. http://dx.doi.org/10.1002/pf.33.

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4

Steel, Beth, P. Chelladurai, and Barbara A. Brown. "Gender Differences in Managerial Aspirations and Potential among Physical Education and Non-Physical Education Students." Journal of Sport Psychology 9, no. 2 (March 1987): 118–29. http://dx.doi.org/10.1123/jsp.9.2.118.

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Gender differences in managerial aspirations and managerial potential have been advanced as possible explanations for the structuring of organizations along gender lines, with women concentrated in lower level jobs and under-represented in managerial positions. These hypothesized gender differences were examined in a sample of male and female physical education and non-physical education students. Analysis of variance results showed that the effects of gender, faculty, or their interaction on managerial aspirations were not significant. The main effects of aspiration level, faculty, and gender on the set of managerial potential variables were significant. Aspirants scored higher than nonaspirants on self-assurance, decisiveness, and need for dominance. Non-physical education students scored higher on need for dominance than did physical education students. Males were higher in need for autonomy and need for dominance, while females were higher in decisiveness.

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5

Morley, Louise. "African Higher Education: Researching Absences, Equalities and Aspirations." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 341–47. http://dx.doi.org/10.2304/rcie.2011.6.4.341.

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6

Jaglarz, Ewa, and Jacek Sikorski. "EDUCATIONAL AND PROFESSIONAL ASPIRATIONS OF THE YOUTH INCLUSIVE CLASSES." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 22 (December 12, 2020): 137–50. http://dx.doi.org/10.5604/01.3001.0014.5715.

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This article is an attempt to show the educational and professional aspirations students attending integration classes. The first part of the article focuses on the issues of aspiration and contains their basic definitions, demonstrates the types and conditions defining their development. The second part presents the methodology of own research and their results. Based on the analysis, it is concluded that the young people shows aspirations relating to education and future professional work. In spite of the fact that the respondents are characterized by a varied attitude to schooling, most of them show the aspiration to obtain higher education. In addition to educational aspirations, the subjects also demonstrate their willingness to start working even during the planned studies. Work should be undemanding, with little responsibility calm, which would, however guarantee high earnings and satisfaction. The results of research on the aspirations and intentions of young people at the dawn of their adult life, from the point of view of counseling practice, may become an indispensable determinant of organizing and planning the further path of education.

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7

Lee, June Y., and Sheetal Patel. "Redefining Career Communities in Higher Education." International Journal of Higher Education 8, no. 5 (July 30, 2019): 1. http://dx.doi.org/10.5430/ijhe.v8n5p1.

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This study aims to revisit the understudied concept of career communities. Using mixed methods, this study assesses how university students define and characterize career communities compared to general communities. Based on our interviews (N=25) and survey (N=123), we formally define a career community more narrowly as a group of individuals who share similar career interests or aspirations where one can receive direct or indirect customized benefits through the exchange of knowledge, expertise, and resources. Theoretical and practical implications with future research opportunities have been recommended.

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8

Croll, Paul, and Gaynor Attwood. "Participation In Higher Education: Aspirations, Attainment And Social Background." British Journal of Educational Studies 61, no. 2 (June 2013): 187–202. http://dx.doi.org/10.1080/00071005.2013.787386.

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9

Schneider, Lynn. "Access and Aspirations: Syrian Refugees’ Experiences of Entering Higher Education in Germany." Research in Comparative and International Education 13, no. 3 (July 16, 2018): 457–78. http://dx.doi.org/10.1177/1745499918784764.

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Despite high educational aspirations amongst asylum seekers and refugees (ASRs), scholarship on international student migration and mobility commonly lacks insight deriving from forced migration research. Drawing on qualitative research concerned with Syrian ASRs’ educational aspirations and lived experiences regarding higher education access in Germany, this article speaks to the intersection of refugee and education politics. German Higher Education Institutions commonly subsume ASRs under the more general admission classification of “international students”. While an intentional blindness of the background of non-European Union students in the admission procedure is justified on the grounds of equal treatment, findings indicate that ASRs experience the disregard for their distinct struggles as particularly stifling and disillusioning. At the same time, an analysis of the symbolic significance young ASRs attribute to the student status suggests that educational aspirations are shaped by the prospect to “raise” one’s migration status and identity to that of international students.

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10

Dougherty, Kevin J., and Gregory S. Kienzl. "It's Not Enough to Get through the Open Door: Inequalities by Social Background in Transfer from Community Colleges to Four-Year Colleges." Teachers College Record: The Voice of Scholarship in Education 108, no. 3 (March 2006): 452–87. http://dx.doi.org/10.1177/016146810610800302.

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The growing policy interest in community colleges as gateways to the baccalaureate degree naturally raises the question of how equitably transfer opportunities are distributed by student background and what factors may explain background differences that might be found. We analyze two nationally representative data sets to examine how the likelihood of transfer is affected by social background, precollege academic characteristics, external demands at college entrance, and experiences during college. We find that high-SES students have significantly higher transfer rates, in part because of advantages in precollege academic preparation and educational aspirations. Older college entrants are much less likely to transfer than students entering college right out of high school, and a significant portion of this age gap is more often due to having children, lower educational aspirations, and a vocational major, and being enrolled part time. Though women and nonwhites differ from men and whites in transfer rates, these differences are not statistically significant. But there is an important caveat: blacks tend to have higher educational aspirations than whites of the same socioeconomic background. When we control for educational aspirations, thus removing this black aspirational advantage, the black-white gap in transfer rates widens considerably, becoming statistically significant in one of our samples but not the other.

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11

Arias-Medina, Paul, and María-José Rivera. "What Money Can’t Buy: Educational Aspirations and International Migration in Ecuador." Migration Letters 17, no. 5 (September 28, 2020): 681–93. http://dx.doi.org/10.33182/ml.v17i5.1002.

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This article studies how educational aspirations of children are shaped in Biblián, Ecuador, a traditional sending country. Data sources were a multi-level survey and semi-structured interviews that were analysed using logistic regression and thematic analysis, respectively. Several theoretical relationships are confirmed: the household socioeconomic status, caregiver’s educational aspirations and age are the most important variables that predict children educational aspirations. Child migratory dreams and the absence of the father or the mother only predict the educational aspiration of getting a high school degree, but do not predict the aspiration of a graduate degree. Thematic analysis suggests that, besides seeing education as a means to have higher incomes, mothers perceive it as a sign of social status and assign it an intrinsic value.

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Zaputovic, Sanja, Ana Stavljenic Rukavina, Nada Raic, and Miomir Zuzul. "Higher Education Internationalization: DIU Libertas Response?" Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 231–38. http://dx.doi.org/10.5005/jp-journals-10009-1288.

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ABSTRACT DIU Libertas International University is committed to developing the intellectual capacity, creativity and professionalism of our students, immersing them in the rich diversity of human experience and aspirations, thereby preparing them to shape the future of our world while adding to the knowledge base of humankind. The university includes professors, students and graduates from almost 100 countries and a clinical training program involving more than 10 hospitals from seven countries. How to cite this article Kurjak A, Stavljenic Rukavina A, Zaputovic S, Stanojevic M, Raic N, Zuzul M. Higher Education Internationalization: DIU Libertas Response? Donald School J Ultrasound Obstet Gynecol 2013;7(3):231-238.

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13

Tang, Hei-Hang Hayes, and Yan Zhang. "Enterprising Self through Higher Education: Youth, Aspirations and Future Amidst Academic Entrepreneurialism." Youth 2, no. 4 (November 14, 2022): 646–53. http://dx.doi.org/10.3390/youth2040045.

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This paper examines the macro trends, policy responses, and their impact on youth and their aspirations about the future. It uses the conceptualisation of “the self as enterprise” to focus our discussions about how, and to what extent, youth try to “enterprise” their selves through higher education amidst the global rise of academic entrepreneurialism. The paper addresses the new reality of changing economies and creative disruptions of employment markets facing youth and their futures. We will talk about the way youth career aspirations will be reconsidered and the role of higher education in it. We also discuss the in-betweenness of materialistic and post-materialistic pursuits among young people, as well as the topic about “enterprising self” through higher education and innovating futures using youth’s entrepreneurial mindset, competence, and “self-entrepreneurship”. The paper will end by discussing some inspirations and insights for policies and practices and empirical research concerning the topic of youth, futures, and aspirations.

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14

Scandone, Berenice. "Re-thinking aspirations through habitus and capital: The experiences of British-born Bangladeshi women in higher education." Ethnicities 18, no. 4 (June 13, 2018): 518–40. http://dx.doi.org/10.1177/1468796818777541.

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Since the turn of the century, young people’s aspirations have featured prominently in UK education policy and practice. Governments of all sides have espoused a rhetoric and enacted initiatives which have tended to focus on somehow ‘correcting’ the aspirations of students of working-class and minority ethnic origins. This paper applies a Bourdieusian framework to the analysis of the education and career aspirations of British-born young women of Bangladeshi heritage in higher education. In doing so, it advances a theoretically informed understanding of aspirations, which accounts for the multiple factors that contribute to shape them as well as for the relative implications in terms of future pathways. Drawing on interviews with 21 female undergraduate students, and building on Bourdieu’s notions of habitus and capital, I conceptualise aspirations as an aspect of habitus. I argue that this conceptualisation allows light to be shed on the ways in which multiple, intersecting dimensions of social identity and social structures play out in the shaping, re-shaping and possibly fading of aspirations. Additionally, it enables us to examine the mutually informing influences of aspirations and capital on practice. Findings indicate that the valuing of education and social mobility expressed by those of Bangladeshi and other minority ethnic origins are integral to collective constructions of ‘what people like us do’, which are grounded in diasporic discourses. They also illuminate the significance of social and cultural capital for young people’s capacity to aspire and actualise aspirations, as these contribute to delineate their ‘horizons for action’. This suggests that by failing to adequately recognise how structural inequalities inform differential access to valued capital, prevailing policy and practitioners’ approaches attribute excessive responsibility to students and their parents. The notion of ‘known routes’ is in this respect put forward as a way to make sense of aspirations, expectations and pathways, and the role of institutions in forging possible futures is highlighted.

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15

Hawkins, Cherie-Lynn. "Do Aspirations Really Matter?" Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 39–54. http://dx.doi.org/10.47381/aijre.v27i3.146.

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The notion of â€˜raising aspirationsâ€™ to widen participation in higher education and increase attainment has dominated policy discourse globally for the past decade. Projects and campaigns that aim to increase participation and attainment in education therefore typically focus on student aspirations. This is certainly the case in the Tasmanian context, with the recent establishment of the Peter Underwood Centre and various other â€˜aspirations projectsâ€™ in the state. Based on findings from a highly qualitative study in the Cradle Coast region that explored the life goals of adolescent females, this paper proposes that â€˜aspirations matterâ€™ as they are key motivators behind educational and career decision-making, which impacts on life chances. But the paper argues it is the capacity to fulfil them that matters equally. Personal stories and a range of artefacts were collected from the adolescent participants during life history interviews. The primary focus of the paper is to demonstrate that innovative methodologies generate more voice, which in this study allowed for a deeper understanding of life goals, influencing factors and why â€˜capacityâ€™ matters. Through this data collection technique, the study found that the young females had multiple aspirations, including those for higher education and these were shaped by their experiences. However, uncertainties existed around if they had the cultural or economic capital to fulfil them. The paper extends on current work in this area by demonstrating that â€˜capacityâ€™ is important and that there is a place for creative methods in research with rural adolescent females.

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16

Khoo, Benjamin KS. "Mobile Applications in Higher Education." International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 83–96. http://dx.doi.org/10.4018/ijicte.2019010106.

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In a previous study, a practicum-based approach to bridge the gap between industry expectations and Information Systems (IS) graduates' skills was discussed from the students' point of view. The practicum project was initiated to enable students to experience real work in the IS domain in accordance with their professional aspirations and their desired specialty. To complete the whole picture, in this article, we present the employers' point of view as regards to the benefits the students gained from the project and compare between the two points of view. Semi-structured questionnaire and in-depth interviews with employers who participated in the project in the last four years were conducted in order to reveal their perceptions. Many similarities exist between the employers' and the students' perceptions but also some differences stemming from different perspectives on the process were found. The employers' perspectives were discussed and also the differences between the students'; and the employers'; perceptions.

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17

Naidoo, Rajani, Avi Shankar, and Ekant Veer. "The consumerist turn in higher education: Policy aspirations and outcomes." Journal of Marketing Management 27, no. 11-12 (October 2011): 1142–62. http://dx.doi.org/10.1080/0267257x.2011.609135.

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18

Behjoo, Bahram Mohammadi. "Understanding the Educational Aspirations of ELT Students for Higher Education." Procedia - Social and Behavioral Sciences 70 (January 2013): 1062–69. http://dx.doi.org/10.1016/j.sbspro.2013.01.159.

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19

Khampirat, Buratin. "The relationship between paternal education, self-esteem, resilience, future orientation, and career aspirations." PLOS ONE 15, no. 12 (December 8, 2020): e0243283. http://dx.doi.org/10.1371/journal.pone.0243283.

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Career aspirations are considered to be one of the most important motivation variables in the study of psychology and career development, as well as being connected to an individual’s career-related goals, intentions or options. The aims of this study were: (a) to develop and validate a model for predicting career aspirations, and (b) to investigate direct and indirect links between paternal education, self-esteem, resilience, future orientation, and career aspirations of university students. The participants were 445 students from two universities in Thailand. Confirmatory factor analysis confirmed that the factor structure of four measurement models presented in the study was suitable and compatible. To achieve the intended research objectives, the empirical data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects. Results showed that paternal education, resilience, and future orientation have significant direct effects on students’ career aspirations, while self-esteem has an indirect effect. This suggests that self-esteem can help students develop their resilience, as well as promoting their development of a positive future orientation, which also helps foster a higher level of career aspiration. These results can be fundamental to supporting the continued use of the structural equation model in future research on career development.

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20

Lamberg, Emma. "Staying in Place or Moving Forward? Young Women’s Imagined Futures and Aspirations for Mobility in Care Work." YOUNG 28, no. 4 (February 13, 2020): 329–46. http://dx.doi.org/10.1177/1103308819899190.

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This article analyses how the culturally widespread incitements to become aspirational and mobile are negotiated by young women in the vocational nursing education in Finland. Drawing on interviews with final year students, the article examines their imagined futures and asks how lived inequalities shape their aspirations and possibilities of navigating the neoliberalising care labour market that is marked by stark hierarchies and diminishing resources. The paper finds that the participants’ aspirations were characterised by the considerations of whether to remain as a practical nurse or to move forward to higher education. Yet, while some women were able to adopt a strong ethos of moving forward, others were more likely to be seen as fixed in place in auxiliary care work. The article pushes forward the debate on youth aspirations and mobility by unpacking the lived contradictions that shape the aspirations of young women entering the lower end of the care labour market.

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21

Vargas, Carlos. "Lifelong Learning principles and higher education policies." Tuning Journal for Higher Education 2, no. 1 (December 20, 2014): 91. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp91-105.

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The role of higher education in promoting economic growth and social cohesion has been recognised in multiple international documents, programmes and strategies. Likewise, a number of countries and higher education institutions worldwide have introduced policies that aim at fostering learners’ employability, active citizenship, personal development, knowledge base, competences and capabilities. However, not all these policies have successfully addressed current global trends like the economic downturn, demographic change, the changing nature of the labour market, and pressing social needs. This paper posits that introducing lifelong learning principles to the formulation and implementation of higher education policies may provide more inclusive and comprehensive frameworks for meeting the needs and aspirations of the multiple stakeholders of higher education.

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22

Sque, Magi. "Practice Made Prefect: Higher Level Aspirations for Practice Nurses." Nurse Education Today 22, no. 8 (November 2002): 672. http://dx.doi.org/10.1016/s0260-6917(02)00136-3.

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23

Gale, Trevor, and Stephen Parker. "To aspire: a systematic reflection on understanding aspirations in higher education." Australian Educational Researcher 42, no. 2 (January 4, 2015): 139–53. http://dx.doi.org/10.1007/s13384-014-0165-9.

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24

Chen, Xiaodi, and Therese Hesketh. "Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes." International Journal of Environmental Research and Public Health 18, no. 21 (November 2, 2021): 11524. http://dx.doi.org/10.3390/ijerph182111524.

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Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.

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David J. O'Brien. "American Catholic History and American Catholic Higher Education: Memories and Aspirations." U.S. Catholic Historian 28, no. 3 (2010): 93–100. http://dx.doi.org/10.1353/cht.2010.0000.

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26

Quirk, Matthew, Sruthi Swami, Gustavo Loera, and Sergio Garcia. "Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations." Literacy Research and Instruction 59, no. 3 (April 27, 2020): 218–39. http://dx.doi.org/10.1080/19388071.2020.1752862.

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27

Azmat, Fara, Angela Osborne, Karen Le Rossignol, Uma Jogulu, Ruth Rentschler, Ian Robottom, and Vanaja Malathy. "Understanding aspirations and expectations of international students in Australian higher education." Asia Pacific Journal of Education 33, no. 1 (March 2013): 97–111. http://dx.doi.org/10.1080/02188791.2012.751897.

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28

Devroop, Karendra. "The Occupational Aspirations and Expectations of College Students Majoring in Jazz Studies." Journal of Research in Music Education 59, no. 4 (November 15, 2011): 393–405. http://dx.doi.org/10.1177/0022429411424464.

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This study was designed to investigate the occupational aspirations and occupational expectations of college students majoring in jazz studies in the United States. Participants included the population of jazz studies majors ( N = 211) at a large mid-southern university known for its prestigious and internationally recognized jazz program. A response rate of 85% was obtained. Occupational aspirations and occupational expectations were measured on the Jazz Occupational Prestige Index. Results indicated that students aspired to more prestigious occupations but expected to be employed in occupations less prestigious when considering the realities of the job market. A small percentage of students (4.7%) aspired to teach while a higher percentage (15.8%) expected to be engaged in teaching as a profession. The analysis of relationships between variables revealed a low positive relationship between occupational aspiration and support from significant others. All other relationships were negligible.

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29

Rojewski, Jay W. "Educational and Occupational Aspirations of High School Seniors with Learning Disabilities." Exceptional Children 62, no. 5 (March 1996): 463–76. http://dx.doi.org/10.1177/001440299606200506.

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Using the National Education Longitudinal Study of 1988, this study investigated the educational and occupational aspirations of high school seniors with and without learning disabilities. Effect sizes showed practical differences between the aspirations of young people with learning disabilities and their peers without disabilities, with the latter holding higher aspirations—-for both educational and occupational outcomes. No practical differences were found for female versus male adolescents with learning disabilities. Adolescents with learning disabilities who aspired to a high school diploma or less, and those who aspired to an advanced college degree, espoused lower occupational aspirations than did their peers without disabilities.

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Cuellar, Marcela G., and Amber M. Gonzalez. "Beyond the Baccalaureate: Factors Shaping Latina/o Graduate Degree Aspirations." Journal of Hispanic Higher Education 20, no. 1 (February 15, 2019): 59–74. http://dx.doi.org/10.1177/1538192719830082.

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This study examined how Latina/o undergraduate students’ graduate and professional degree aspirations change during college. Using longitudinal data from the Cooperative Institutional Research Program, a multinomial logistic regression analysis was conducted to examine factors associated with aspiring to earn a degree beyond a baccalaureate. Findings show that many students change their initial aspirations and several college experiences, such as higher college GPA and faculty interactions, are associated with Latinas/os’ graduate and professional degree aspirations.

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Košutić, Iva. "The Role of Cultural Capital in Higher Education Access and Institutional Choice." Center for Educational Policy Studies Journal 7, no. 1 (March 31, 2017): 149–69. http://dx.doi.org/10.26529/cepsj.20.

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This paper aims to explore social inequalities in school achievement and educational decision-making of the final-year students of secondary schools in the City of Zagreb and Zagreb County, Croatia (N = 534). The theoretical framework of the paper was Bourdieu’s theory of cultural and social reproduction (1977a). The main objectives were an analysis of the association between the students’ cultural capital and their school achievement and analyses of the predictive power of the cultural capital theory in the context of educational decisions in the transition to tertiary education. In the analysis of school achievement, sequential multiple regression analysis was used, while in the analyses of educational decisionslogistic regression analyses were performed (binary and multinomial logistic regression). The results indicated that cultural capital had statistically significant correlation with school performance. Among the cultural capital indicators, statistically significant predictors of the probability of the intention to enrol into vocational higher education were the material dimension of cultural capital and naturalness of higher education aspirations of students. For the prediction of the probability of intention to enrol in university, significant predictors were embodied cultural capital, the naturalness of higher education aspirations of students, and father’s educational level. The study results on a selected sample of graduates tendto support Bourdieu’s theory of cultural reproduction through education.

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32

Fuller, Carol. "Social Capital and the role of trust in aspirations for higher education." Educational Review 66, no. 2 (February 28, 2013): 131–47. http://dx.doi.org/10.1080/00131911.2013.768956.

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33

Khadijah, Siti. "ANALYSIS OF STUDENTS' INTEREST TO CONTINUE HIGHER EDUCATION." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (December 30, 2017): 178. http://dx.doi.org/10.17509/jpis.v26i2.5617.

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This study aims to analyze the factors that affect the interests of students pursue higher education. Respondence of this study are 185 students from SMA Negeri 2 Tambang Kampar. Analysis of data using mean scores and multiple linear regression. The results showed that motivation, aspirations, wishes, school and family environment jointly significant effect on the interests of students pursue higher education. Variables that have the most significant influence is the motivation of students for higher education, due to high motivation will emphasize a strong interest in the students to pursue higher education. While the variables that had a significant influence is the school environment, the cause of alumni and peers do not support students to pursue higher education. Meanwhile, the school should provide constructive motivation to the students to pursue higher education and schools to provide complete information about college students.

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34

Wilson, Kenneth L., and Janet P. Boldizar. "Gender Segregation in Higher Education: Effects of Aspirations, Mathematics Achievement, and Income." Sociology of Education 63, no. 1 (January 1990): 62. http://dx.doi.org/10.2307/2112897.

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35

Puzić, Saša, Josip Šabić, and Iva Odak. "Vocational School Students' Aspirations for Higher Education and Selected Social Background Characteristics." Czech Sociological Review 57, no. 6 (January 17, 2022): 661–82. http://dx.doi.org/10.13060/csr.2021.039.

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Hassani-Nezhad, Lena, Dan Anderberg, Arnaud Chevalier, Melanie Lührmann, and Ronni Pavan. "Higher education financing and the educational aspirations of teenagers and their parents." Economics of Education Review 85 (December 2021): 102175. http://dx.doi.org/10.1016/j.econedurev.2021.102175.

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37

Walker, Melanie. "Aspirations and equality in higher education: gender in a South African university." Cambridge Journal of Education 48, no. 1 (December 14, 2016): 123–39. http://dx.doi.org/10.1080/0305764x.2016.1254159.

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38

Hinton, Denise. "‘Wales is my home’: higher education aspirations and student mobilities in Wales." Children's Geographies 9, no. 1 (February 2011): 23–34. http://dx.doi.org/10.1080/14733285.2011.540436.

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María Cubillo-Pinilla, José, Joaquin Sánchez-Herrera, and Waldo S. Pérez-Aguir. "The influence of aspirations on higher education choice: a telecommunication engineering perspective." European Journal of Engineering Education 31, no. 4 (August 2006): 459–69. http://dx.doi.org/10.1080/03043790600676570.

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Huang, Shwu-yong Liou. "Learning environments at higher education institutions: Relationships with academic aspirations and satisfaction." Learning Environments Research 15, no. 3 (September 16, 2012): 363–78. http://dx.doi.org/10.1007/s10984-012-9114-6.

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Lanahan, Brian. "Georgian higher education from the perspective of the international literature from 2003 to 2019." International Journal of Comparative Education and Development 22, no. 3 (May 13, 2020): 185–99. http://dx.doi.org/10.1108/ijced-03-2019-0021.

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PurposeHigher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.Design/methodology/approachThis literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.FindingsThe findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?Research limitations/implicationsThe choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.Originality/valueThis literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.

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GIPSON, JESSICA D., and MICHELLE J. HINDIN. "INTER-GENERATIONAL RELATIONSHIPS BETWEEN WOMEN'S FERTILITY, ASPIRATIONS FOR THEIR CHILDREN'S EDUCATION AND SCHOOL COMPLETION IN THE PHILIPPINES." Journal of Biosocial Science 47, no. 06 (December 9, 2014): 825–44. http://dx.doi.org/10.1017/s0021932014000510.

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SummaryWomen's education is associated with positive social and health outcomes for women and their families, as well as greater opportunities and decision-making power for women. An extensive literature documents ways in which broader, societal changes have facilitated roles for women beyond reproduction, yet there is minimal exploration at the family level. This study used inter-generational cohort data from the Philippines to examine mothers' aspirations for their children's education, and how these aspirations predict children's subsequent educational attainment. Mothers' education, household wealth and a locally developed measure of women's status were positively associated with higher educational aspirations for children; however, only mothers with the highest fertility were less likely to desire their children to attend college or higher. Mothers' fertility and aspirations both significantly and independently predicted children's school completion. Together, these findings indicate that increased opportunities for Filipina women beyond childbearing may not only positively benefit these women themselves, but also future generations.

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Nyatuka, Benard O. "Transition and Participation of Rural Students in Higher Education: Barriers and Opportunities." Journal of Education, Teaching and Social Studies 1, no. 2 (December 23, 2019): p94. http://dx.doi.org/10.22158/jetss.v1n2p94.

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There is an accumulating body of knowledge that points to the fact that rurality is a crucial demographic to be considered in the identification of students with respect to access to and retention in the higher institutions of learning. Research shows that rural economies, for instance, help shape students’ career aspirations and labour options in these institutions. Among others, some students may find it difficult to make a decision on whether to go back to their hometowns instead of pursuing their dreams elsewhere in the community once they graduate from the higher institutions of learning. Students from rural areas are generally perceived to have low educational aspirations and achievement. Indeed, most of the studies concerning rural students tend to be tilted towards their educational and career choices. Interestingly, despite policy makers across the various sectors of the economy increasingly paying attention to the rural population, little focus has been directed towards transition, experiences and or participation of students from the rural communities in higher education. Against this background, this theoretical paper explores the barriers as well as opportunities regarding transition and participation of rural students, with a view to enhancing provision of meaningful higher education, including realization of the envisaged goals of this cycle of learning.

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Povidaychyk, Oksana, Mariana Popyk, and Antonina Reblyan. "MOTIVATIONAL ASPECTS OF SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 219–22. http://dx.doi.org/10.24144/2524-0609.2022.50.219-222.

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Professional training of students of higher education institutions involves various activities, the main of which is educational. In addition, of the significant importence is scientific research work, which necessitates the development of appropriate motivation. The aim of the article is to study the motivational aspects of scientific research activity of students of higher education institutions. Research methods: analysis and synthesis of psychological and pedagogical literature − used to clarify the nature and structure of the concept of motivation and the peculiarities of the formation of students' motivation for scientific research work; generalizations - to formulate the author's conclusions. It is established that the motive is what determines a person's desire for a specific, not for any other goal. Motives determine the motivating reasons that determine the purposeful human activity. The leading role in the development of personality and its effective activity is played by motives related to the work itself (professional interests, satisfaction with the process and result of work, overcoming difficulties, the emergence and reinforcement of positive self-esteem). There are types of motivation − positive and negative. The classification of motives of professionally oriented scientific research activity of students (internal and external) is carried out. Among the external motives there are: social (professional development; responsibility for the work; the importance of scientific research work in professional activities; the desire to benefit from their work) and personal (material well-being; career growth; respect for colleagues). Internal motives include: cognitive interests (interest in the studied objects and phenomena; interest in the problem-solving process and scientific research activities), as well as aspirations (aspirations to overcome difficulties; aspirations to intellectual development, focus on successful scientific work). The conditions that have a positive effect on the development of students' motivation for scientific research activity are determined: their mastery of theoretical knowledge in the field of scientific and research skills, awareness of their role in the process of professional activity; ensuring a high degree of student independence; productive interaction between students and teachers and a high level of scientific research competence of teachers who participate in the process of scientific research training of students.

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Kremer, Kristen P., and Michael G. Vaughn. "College Aspirations Among Incarcerated Juvenile Offenders: The Importance of Maternal Education and Neglect." Youth Violence and Juvenile Justice 17, no. 4 (December 30, 2018): 431–47. http://dx.doi.org/10.1177/1541204018821416.

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Youth incarcerated in juvenile detention facilities in Western Pennsylvania completed questionnaires related to family history, educational attainment, and psychological traits. Linear regression models were conducted to examine the influence of family and individual trait factors on youth’s aspirations to attend college. Nearly 90% of youth aspired to attend college. Findings from regression analyses indicate that maternal education, neglect, and youth irresponsibility were significantly associated with aspirations. In particular, juveniles with a mother who completed some college or more had 3.37 times greater odds of aspiring to attend college compared to juveniles with a mother who had a high school diploma or less ( OR = 3.37, 95% confidence interval [CI] = [1.02, 11.11]). Additionally, juveniles experiencing greater neglect ( OR = 0.42, 95% CI [0.18, 0.94]) and reporting higher irresponsibility ( OR = 0.84, 95% CI [0.72, 0.99]) were less likely to have college aspirations. Practitioners should capitalize upon aspirations to attend college and help youth establish concrete plans for turning their aspirations into reality.

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Hernandez‐Martinez, Paul, Laura Black, Julian Williams, Pauline Davis, Maria Pampaka, and Geoff Wake. "Mathematics students’ aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles." Research Papers in Education 23, no. 2 (June 2008): 153–65. http://dx.doi.org/10.1080/02671520802048687.

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Tzenis, Joanna A. "Higher education, youth and migration in contexts of disadvantage: understanding aspirations and capabilities." Compare: A Journal of Comparative and International Education 50, no. 5 (September 12, 2019): 771–72. http://dx.doi.org/10.1080/03057925.2019.1665259.

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Etta, Mercy Aki. "Transforming female aspirations to real presence: The case of higher education in Cameroon." Educational Research and Reviews 14, no. 2 (January 23, 2019): 56–66. http://dx.doi.org/10.5897/err2018.3648.

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Ogbiji, Joseph Etiongbie. "Parental Socio-Economic Status and Higher Academic Aspiration of Senior Secondary School Students in Cross River State Nigeria." Journal of Education and Training 5, no. 2 (December 31, 2018): 246. http://dx.doi.org/10.5296/jet.v5i2.14148.

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This study sought to investigate the influence of parental socio-economic status (SES) on higher academic aspiration among senior secondary school students in Cross River State of Nigeria with emphasis on Ogoja Education Zone. To do this, three research questions and three hypotheses were formulated to guide the study. The research questions were based on three variables of parental educational status, occupation and material wealth. The research instrument was a 17 item researcher-made “Parental Socio-economic status and higher academic aspiration of senior secondary school students questionnaire”. It was built on a four-point modified Likert scale. Samples comprised of 600 senior secondary three (SS3) students at the rate of 30 per school from the five local government areas in the education zone. Data were analyzed using simple percentages. The result of research question one which sought to determine the influence of parental educational status on their children’s higher educational aspirations shows that 72.16% of the respondents affirmed that parental educational status has significantly high influence on their wards educational aspiration. Research Question two was on the influence of Parental occupation on their children’s academic aspiration. It had a positive response of 37.99% which shows negative influence. The finding on Research Question three shows that 62% of the respondents were positive about the influence of parental material wealth on their academic aspiration. Based on the above findings conclusion and recommendations were drawn.

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Ogbiji, Joseph Etiongbie. "Parental Socio-Economic Status and Higher Academic Aspiration of Senior Secondary School Students in Cross River State Nigeria." Journal of Education and Training 5, no. 2 (December 31, 2018): 246. http://dx.doi.org/10.5296/jet.v6i1.14148.

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This study sought to investigate the influence of parental socio-economic status (SES) on higher academic aspiration among senior secondary school students in Cross River State of Nigeria with emphasis on Ogoja Education Zone. To do this, three research questions and three hypotheses were formulated to guide the study. The research questions were based on three variables of parental educational status, occupation and material wealth. The research instrument was a 17 item researcher-made “Parental Socio-economic status and higher academic aspiration of senior secondary school students questionnaire”. It was built on a four-point modified Likert scale. Samples comprised of 600 senior secondary three (SS3) students at the rate of 30 per school from the five local government areas in the education zone. Data were analyzed using simple percentages. The result of research question one which sought to determine the influence of parental educational status on their children’s higher educational aspirations shows that 72.16% of the respondents affirmed that parental educational status has significantly high influence on their wards educational aspiration. Research Question two was on the influence of Parental occupation on their children’s academic aspiration. It had a positive response of 37.99% which shows negative influence. The finding on Research Question three shows that 62% of the respondents were positive about the influence of parental material wealth on their academic aspiration. Based on the above findings conclusion and recommendations were drawn.

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