Motivation and Postsecondary Enrollment among High School Students Whose Parents Did Not Go to College

Autor/inn/en	Tsai, Chia-Lin; Brown, Austin; Lehrman, Allyson; Tian, Lu
Titel	Motivation and Postsecondary Enrollment among High School Students Whose Parents Did Not Go to College
Quelle	In: Journal of Career Development, 49 (2022) 2, S.411-426 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Chia-Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845320946397
Schlagwörter	High School Students; Postsecondary Education; Parent Background; Educational Attainment; Grade 10; Student Attitudes; Academic Aspiration; College Readiness; Student Motivation; Incentives; College Preparation; First Generation College Students; Student Characteristics; Family Characteristics; College Attendance; Cultural Capital; Parent Participation; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Elternhaus; Bildungsabschluss; Bildungsgut; Schülerverhalten; Schulische Motivation; Anreiz; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Elternmitwirkung
Abstract	The purpose of this study is to investigate the relationship between motivation in high school and postsecondary enrollment among 10th-grade students whose parents did not go to college. Specifically, this study (1) identified distinct groups of students' self-reported reasons for attending schools among 10th graders, (2) examined whether these groups were differentially associated with indicators of college preparation and enrollment, and (3) investigated whether the time to postsecondary enrollment differed across groups. A latent class analysis was conducted to classify students into different motivation orientations. Using data from the Education Longitudinal Study of 2002, the current study found three distinct classes of school motivation, with different reasons for attending school. The largest class (53%) was characterized by high intrinsic, identified/introjected, and external motivations for attending school. Patterns of college preparation and enrollment outcomes varied across motivation orientations. Implications for school professionals and supporting programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01