This systematic review was conducted to synthesize the existing research evidence on factors influencing school students’ educational aspirations. To achieve this desired objective, Joana Briggs Institute’s systematic review format was followed. Online literature databases - Google Scholar, Semantic scholar, Research gate, Proquest, JSTOR, ERIC, Web of Science, Springer, Sage, Wiley Online Library, Taylor Francis, Elsevier, PsychINFO, and Scopus - were searched for the identification and retrieval of research studies published between January 2010 and June 2022. A total of twenty six (26) published papers (double –blind peer reviewed) were included in the review. Through the process of narrative synthesis using the method of thematic analysis, the factors identified were categorized in two broader themes i.e. students individual characteristics (gender, locale, academic performance, religiosity, ability to delay gratification and peer-group affiliation) and family characteristics (socio-economic status, socio-cultural capital, parental education, occupation, income, and aspirations). The review contends that existing evidence is not enough to establish the causal inferences or to make conclusive statements or to predict which factor influences most and which least.
Since independence, policymakers in India exhibited their increasing tendency to use vocational education and training (VET) as a catchall solution to the problem of unemployment and as a result kept it alive as an important policy tool even today. Recently, National Education Policy, (NEP, 2020) envisioned that at least 50% of our students should receive VET by 2025, and to achieve this target and in comprehension to address different challenges of VET, the policy made several propositions and proposed for different structural changes. A critical question arises how far these policy propositions and structural changes could prove helpful in addressing the challenges of VET and in achieving the desired objectives. The present review study made an attempt to examine thoroughly the approach to VET manifested in the policy. Backed up with in-depth desktop analysis of a considerable amount of literature and the web portals of VET related institutions, the study identified different needs necessarily required for overcoming the challenges of VET, for achieving the desired objectives as envisioned in the policy, and finally for the future development process of VET in India.
Objective A considerable amount of research identified socio-economic status and cognitive ability as robust predictors, the influence of student’s ability to delay gratification (ADG) on their educational transition choice doesn’t received researcher’s attention. To address this gap, the present study examined the incremental power of students ADG in predicting the dichotomous choice i.e. the choice of general or vocational education after successful completion of compulsory schooling. Methods Amid Covid-19 pandemic, cross sectional survey via an online mode was found feasible for the data collection process in our study. An online link of survey questionnaire was created in the Google forms and administered to (N = 1024) grade 8 students in the Union Territory of Jammu & Kashmir, India. Multiple binary logistic regressions were conducted to predict the students’ choice, and odds ratios and average marginal effects were reported for better interpretation of results. Results Our results showed that students tracking choice differed significantly with respect to their gender and locale (smaller effect), ADG (medium effect), and cognitive ability and socio-economic status (larger effect). The probability of choosing the track of vocational education (with general education track as a baseline category) increases as students ADG decreases, and vice versa. This association of student’s ADG with the choice of vocational education track held same over and above the covariates—socio-economic status, cognitive ability, gender and locale.
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