Incongruence between parental and adolescent educational aspirations hinders academic attainment

Abstract

Previous research has shown that parental educational aspirations for their children are an important predictor of children’s academic attainment. However, recent studies have pointed to potential negative effects, in particular if there is a mismatch between parental educational aspirations and the aspirations of their children. This study examines (1) the role of socio-demographic and school achievement–related factors in shaping a potential (mis)match between parental educational aspirations and the aspirations of their children, and (2) whether incongruence between parental and their children’s educational aspirations hinders academic attainment in times of social change. We use data collected for the 1970 British Birth Cohort Study (BCS70) and Next Steps (formerly known as the Longitudinal Study of Young People in England), a cohort of young people born in 1989/90. We find that in both cohorts socio-demographic and achievement-related characteristics are associated with incongruent aspirations, and that incongruent aspirations between parents and their children are associated with a decreased likelihood of participating in and completing higher education. The study contributes to current debates regarding the causes and correlates of discrepancies in educational aspirations and how such discrepancies affect later life chances.

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

“…With regards to grade aspirations, it is unclear what processes led students to strive for that specific grade. Their goal to receive a good grade might have formed due to pressure from their parents [57,58], which would represent the least autonomous type of extrinsic motivation ("external regulation") [7], but it might also have developed because the student found English to be an important language for communicating with people from different backgrounds, hence representing a much more autonomous type of extrinsic motivation ("integrated regulation"). Understanding these differences might also provide promising explanatory approaches as to why a person is more or less inclined to life-long learning and openness to necessary change.…”

Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland

“…Educational aspirations are expressed preferences on a spectrum of educational destinations that are typically arranged in order of difficulty. As it has been repeatedly shown that educational aspirations are predictive of future educational attain-SJS 49 (2), 2023, 339-366 ment (e. g., Beal and Crockett 2010;Bozick et al 2010;Schoon and Burger 2021), investigating how students adapt their aspirations upon leaving compulsory school is pertinent.…”

“…Social influence has proved to be a viable factor in explaining educational aspirations. In particular, the role of parents has been repeatedly stressed: it is suggested that students align their educational aspirations with their parents ' expectations (e. g., Marjoribanks 2002;2003;Augustine 2017;Roth 2017;Forster 2021;Schoon and Burger 2021). While the influence of the family provides a baseline for the initial formation of educational aspirations, it is assumed that peers become an increasingly important source of influence during adolescence (Osterman 2000;Brechwald and Prinstein 2011).…”

“…The educational goals adolescents consider of value are believed to direct and motivate the effort they apply during their educational careers, thereby increasing their chances of succeeding in the education system (e. g., Bandura 2006;Caprara et al 2008;Domina et al 2011). Accordingly, many researchers have demonstrated that educational aspirations predict students' educational attainment (e. g., Morgan 2005;Beal and Crockett 2010;Bozick et al 2010;Guo et al 2015;Schoon and Burger 2021). Investigating the dynamics that give rise to educational aspirations thus provides an essential basis for understanding educational mobility.…”