Secondary Students' Expectations on Transition to Higher Education

Autor/inn/en	Guzmán, Pamela; Cifuentes Gomez, Gonzalo; Santelices, Maria Veronica
Titel	Secondary Students' Expectations on Transition to Higher Education
Quelle	In: Educational Research, 63 (2021) 2, S.164-179 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzmán, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2021.1915173
Schlagwörter	Decision Making; Content Analysis; Foreign Countries; High School Seniors; Student Attitudes; College Attendance; Student Adjustment; Higher Education; Academic Aspiration; College Choice; Educational Benefits; Expectation; Peer Relationship; Family Relationship; Educational Policy; Costs; Chile + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Inhaltsanalyse; Ausland; Schülerverhalten; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienortwahl; Bildungsertrag; Expectancy; Erwartung; Peer-Beziehungen; Politics of education; Bildungspolitik; Cost; Kosten
Abstract	Background: The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students' expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. Purpose: The purpose of this study was to better understand Chilean high school students' expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. Method: We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. Findings: The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Conclusions: Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers' efforts in supporting the decision-making process of students transitioning to higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01