A Structural Model of Educational Aspirations
A Structural Model of Educational Aspirations
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DOI：
10.1177/089484530202900202
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发表时间：
2002-12
影响因子：
2.9
通讯作者：
R. Garg;C. Kauppi;J. Lewko;D. Urajnik
中科院分区：
文献类型：
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作者：
R. Garg;C. Kauppi;J. Lewko;D. Urajnik
本研究的目的是开发和测试一个模型来预测加拿大青少年的教育愿望。参与者是全国8-13年级的4，034名学生（2，037名男性，1，973名女性）。修正结构模型的结果包括三组影响因素：a）背景因素，包括父母的职业和教育; B）家庭参与因素，包括父母个人和学校为基础的参与与青少年;和c）个人因素，学校成绩，学校和课程的看法，课外阅读和父母的教育期望作为指标措施。教育愿望是主要的结果变量。结果表明，个人因素对教育愿望有很强的直接影响（β = 1.17，p <0.001，R2 = 0.76）。背景与家庭涉入因素对教育意愿的影响是透过个人因素来中介的。为了测试模型中获得的关系进行了额外的分析，揭示了三个预测因素和教育愿望之间的几个重要的相互作用。研究结果强调，通过有针对性地改变可改变的环境和个人因素，努力提高青少年的教育愿望的重要性。
The purpose of this study was to develop and test a model to predict educational aspirations of Canadian adolescents. Participants were a national sample of 4,034 students from grades 8–13 (2,037 males, 1,973 females). Results of a modified structural model included three sets of influences: a) a background factor comprised of parental occupation and education; b) a family involvement factor consisting of parental personal and school-based involvement with adolescents; and c) a personal factor with school marks, school and course perceptions, extracurricular reading and parental educational expectations as indicator measures. Educational aspirations was the main outcome variable. Results indicated that the personal factor had a strong direct influence on educational aspirations (β = 1.17, p < .001, R2 = .76). The effects of the background and family involvement factors on educational aspirations were mediated through the personal factor. Additional analyses performed in order to test the relationships obtained in the model, revealed several significant interactions amongst the three predictor factors and educational aspirations. The findings emphasize the importance of efforts to enhance the educational aspirations of adolescents through targeted change of modifiable environmental and personal factors.