Publicação
Aspirations of higher education and students' backgrounds
| Resumo: | The aim of this study was to analyse the relationship between the perspectives of higher education (study aspirations) and variables of a social nature (nationality, level of family education), and also to study the relationship between fulfilment (educational and personal) and professional aspirations throughout adolescence. The sample comprised 487 subjects from different school years (7th, 9th and 11th years), from schools of Greater Lisbon and inland Portugal. School performance was assessed through school grades in essential subjects, and personal fulfilment through the Children’s Rights Scale Tool; the pupils were also asked about the profession they would like to have and the education level they would like to attain. Analysis of the results enabled the observation of significant differences in the variables of both school and personal fulfilment, in terms of higher education perspectives (school and professional aspirations). The groups of pupils who had greater aspirations to move on to Higher Education returned more favourable results. These differences also included noticeable oscillations throughout the school years. The results were interpreted from a cognitive-social and developmental perspective, recognising the need for specific research and backing up the discussion through comparison with somewhat similar research projects. |
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| Autores principais: | Veiga, Feliciano Henriques |
| Assunto: | Higher education School aspirations Students' backgrounds |
| Ano: | 2010 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | The aim of this study was to analyse the relationship between the perspectives of higher education (study aspirations) and variables of a social nature (nationality, level of family education), and also to study the relationship between fulfilment (educational and personal) and professional aspirations throughout adolescence. The sample comprised 487 subjects from different school years (7th, 9th and 11th years), from schools of Greater Lisbon and inland Portugal. School performance was assessed through school grades in essential subjects, and personal fulfilment through the Children’s Rights Scale Tool; the pupils were also asked about the profession they would like to have and the education level they would like to attain. Analysis of the results enabled the observation of significant differences in the variables of both school and personal fulfilment, in terms of higher education perspectives (school and professional aspirations). The groups of pupils who had greater aspirations to move on to Higher Education returned more favourable results. These differences also included noticeable oscillations throughout the school years. The results were interpreted from a cognitive-social and developmental perspective, recognising the need for specific research and backing up the discussion through comparison with somewhat similar research projects. |
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