Gender, Motivation and Labour Market Beliefs in Higher Education Choices

Autor/inn/en	Davies, Peter; Ercolani, Marco G.
Titel	Gender, Motivation and Labour Market Beliefs in Higher Education Choices
Quelle	In: Higher Education: The International Journal of Higher Education Research, 82 (2021) 1, S.127-144 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davies, Peter) ORCID (Ercolani, Marco G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00625-z
Schlagwörter	Correlation; Student Motivation; Student Characteristics; Beliefs; Labor Market; Adolescents; Value Judgment; Outcomes of Education; Gender Differences; Higher Education; Academic Aspiration; Academic Achievement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Korrelation; Schulische Motivation; Belief; Glaube; Labour market; Arbeitsmarkt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Werturteil; Lernleistung; Schulerfolg; Geschlechterkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Ausland; Großbritannien
Abstract	We examine relationships between motivations towards higher education choices, gender and beliefs about the financial consequences of these choices. We control for home background, school type and students' expectations of grades they will achieve at age 16. We use a unique individual-level UK data set from a random sample of schools with a student sample size of 5012. These motivations are coded on six-point Likert scales so our modelling approach is by means of 'multivariate ordered logit' regressions. Boys express a much stronger motivation towards private financial gain whilst girls express stronger motivation towards occupational status and contributions towards society. We also find strong positive associations between motivation towards personal financial gain and beliefs about the financial value of a higher education. Our results support a multi-stranded theory of motivation towards higher education that takes account of beliefs about the external environment as well as self-beliefs about future academic achievement. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01