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School students attitudes towards higher education

The Greenwich Attitudes to University Study. Excellence in CitiesAimhigher Longitudinal 3 stage studyWhat do young people feel

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School students attitudes towards higher education

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    1. School students’ attitudes towards higher education Vicki Bradshaw & Pam Maras University of Greenwich

    2. The Greenwich Attitudes to University Study Excellence in Cities Aimhigher Longitudinal 3 stage study What do young people feel & think about school, learning & post 16 opportunities? How do family, friends & school affect young people’s attitudes & expectations? What impact does aimhigher have on young people’s attitudes?

    3. Longitudinal study Total of 3,570 students in 13 schools in Greenwich (2002 - 2005) Time 1: Years 9, 10, 12 Time 2: Year 10 Time 3: Year 12 Attitudes to Higher Education Questionnaire (AHEQ) AHEQ matched to LEA data on students’ academic and social backgrounds

    4. Main findings from quantitative data SATs scores positively correlated with increased take-up of widening participation activities Female students more positive than males Identification with school and general academic motivation were largest predictors of attitudes toward higher education

    9. After ‘aimhigher’ (Maras, 2007) Need to check these graphs! There were no year 9’s at time 2 (after aimhigher so what does this all refer to)Need to check these graphs! There were no year 9’s at time 2 (after aimhigher so what does this all refer to)

    10. Predicting attitudes from academic self concept and the importance of others

    11. Predicting attitudes toward going to university Social Identity accounted for significantly more of the variance than anything Social Identity with peers, family & school differentially affected self-concept of ability, competence & effort Importance of peers Perceptions of academic competence Visiting a university Family views

    12. Focus groups (Maras, Aveling, Bradshaw et al) What are young people’s motivations for choosing to go to higher education? What are the key influences on their decisions and motivations to continue into higher education? 19 students in Year 12 (all in full time education)

    13. Students’ motivations and disincentives for continuing on to higher education

    15. ‘I don’t want to work in Sainsbury’s’

    16. Conclusions Mismatch of motives of academics and students Influences of peers on attitudes to HE Family influences, i.e. ‘But no one in my family has been to University’ (Maras, 2007) School factors and academic self-concept Year 10 – negativity, autonomy and widening participation

    17. Vicki Bradshaw Department of Psychology & Counselling University of Greenwich Email: V.Bradshaw@greenwich.ac.uk

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