Determinants of aspirations [Wider Benefits of Learning Research Report No. 27]
Determinants of aspirations [Wider Benefits of Learning Research Report No. 27]
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愿望的决定因素 [学习的更广泛益处研究报告第 27 号]
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
R. Akerman
中科院分区：
文献类型：
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作者：
L. Gutman;R. Akerman
从父母对子女的教育和职业目标以及青年人自己的抱负来看，不同阶层的人的愿望各不相同。在这份报告中，我们回顾了目前的研究文献在一系列学科，以列出这些差异，并考虑如何教育和职业抱负的形成和发展，以应对不同的环境和情况。我们还研究了愿望与最终结果的相关程度，并讨论了对当前政策和实践的影响。研究表明，抱负开始形成于儿童生命的早期，但会因经验和环境而改变。随着儿童的成熟，抱负往往会下降，这是因为他们对世界和可能性的理解不断加深，也是因为以前的选择和成就所施加的限制。对于那些面临多重障碍的人来说，这种下降尤其明显。女孩、少数民族青年和社会经济背景较高的青年往往比同龄人有更高的抱负。来自这些群体的父母也往往对他们的孩子有更高的期望。相反，社会弱势群体，如青少年父母，往往对自己和子女的期望较低。一般来说，那些有远大抱负的人或其父母有远大抱负的人，即使考虑到个人和家庭因素，也会有更好的结果，但这并不是一个普遍的效果。对某些群体来说，远大的抱负并不意味着更高的成就。特别是，一些少数民族青年的教育愿望和成就之间存在差距，女孩的职业愿望和职业成就之间也存在差距。形成远大抱负的实际障碍和态度障碍是显而易见的。财政拮据可能限制某些群体获得机会和有利资源，如计算机和私人辅导。同样，有些人受到早年成就和选择的限制，如离开学校或在年轻时成为父母。但态度也很重要。年轻人相信自己有能力取得成就，并将自己的成功归功于努力工作，而不是运气或命运，他们往往比同龄人有更高的抱负。儿童生命的最初几年是愿望形成和发展的关键时期。在此期间，父母可能需要支持，以克服实现远大抱负的态度和实际障碍。学校可以在保持和实现抱负方面发挥作用，当家庭资源有限时，学校提供的支持变得更加重要。之后，年轻人需要容易获得咨询和指导，并在必要时需要专业人员或志愿人员的参与-例如发挥辅导作用。参与积极的活动也可以提供重要的社交经验，鼓励高的愿望。
Aspirations vary for different sections of the population both in terms of parents’ educational and occupational goals for their children and the ambitions of the young people themselves. In this report, we review the current research literature across a range of disciplines to set out these differences and consider how educational and career aspirations are formed and developed in response to different environments and circumstances. We also examine the extent to which aspirations are related to eventual outcomes and discuss the implications for current policies and practices. Research indicates that aspirations begin to be shaped early in a child’s life, but are modified by experience and the environment. Aspirations tend to decline as children mature, in response to their growing understanding of the world and what is possible, and to constraints imposed by previous choices and achievements. This decline is particularly marked for those facing multiple barriers. Girls, young people from minority ethnic groups and those from higher socio-economic backgrounds tend to hold higher aspirations than their counterparts. Parents from these groups also tend to have higher aspirations for their children. Conversely, socially disadvantaged groups such as teenage parents tend to have low aspirations for themselves and for their children. In general, those who have, or whose parents have, high aspirations have better outcomes, even when taking into account individual and family factors, but this is not a universal effect. For some groups, high aspirations do not lead to higher achievement. In particular, there is a gap between educational aspirations and achievement for young people from some minority ethnic groups and a gap between girls’ occupational aspirations and career attainment. Practical and attitudinal barriers to the formation of high aspirations are evident. Financial constraints may limit some groups’ access to opportunities and enabling resources such as computers and private tuition. Equally, some individuals are limited by earlier achievement and choices such as leaving school or becoming a parent at a young age. But attitudes are also important. Young people who believe they have the ability to achieve and who attribute their success to hard work, rather than luck or fate, tend to have higher aspirations than their peers. The early years of a child’s life are a key time in the formation and development of aspirations. During this time, parents may need support to overcome both attitudinal and practical barriers to high aspirations. Schools can play a part in maintaining and realising ambitions, and the support they provide becomes more important when family resources are limited. Later, young people need easy access to advice and guidance and the involvement of professionals or volunteers – for example in a mentoring role – when necessary. Involvement in positive activities may also provide important socialising experiences that encourage high aspirations.