Closing the Disadvantaged Gap: Self-Beliefs and Task Value as Drivers of Educational Choices During the Post High School Transition

澳大利亚的经济未来需要教育来缩小弱势学生和优势学生之间的差距。然而，即使是成功的干预措施，通常也会扩大优势学生受益更多的差距。虽然大多数努力都集中在考试成绩上，但有证据表明，非认知结果（如自我概念、任务价值、动机和社会背景）对于缩小差距至关重要。本项目将使用多种大规模小学和中学数据源的创新组合，以及不断发展的新统计模型，对这些预测进行检验，以帮助弱势学生成功实现教育转型。该项目将为加强澳大利亚及其他地区弱势青年的经济和社会未来提供潜在的行动。

Australia's economic future requires education to close the gap between disadvantaged and advantaged students. Even successful interventions, however, typically increase the gap with advantaged students benefitting more. Whilst most efforts focus on test scores, evidence suggests that non-cognitive outcomes (such as, self-concept, task value, motivation and social context) are critical in closing the gap. This project will test these predictions for successful educational transitions by disadvantaged students, using an innovative blend of multiple large-scale primary and secondary data sources, and new, evolving statistical models. This project will provide potential actions for strengthening the economic and social future of disadvantaged youth in Australia and beyond.