Rural and regional students' perceptions of schooling and factors that influence their aspirations

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Author(s)
Watson, Jane
Wright, Suzie
Hay, Ian
Beswick, Kim
Allen, Jeanne
Cranston, Neil
Griffith University Author(s)
Year published
2016
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Based on a sample of over 3000 primary and secondary school students located in regional and
rural schools in Tasmania (Australia) this research had three aims: (1) to identify students’ selfperceptions
of schooling with a focus on high school completion (referred to as school retention);
(2) to determine if gender, socio-economic factors, level of school absenteeism, and school
setting (primary or secondary) influenced the students’ responses; and (3) to identify which
factors had the greatest influence on the students’ aspirations to continue their schooling. A 42-
item survey produced eight factors: (1) Teacher Support, ...
View more >Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students’ selfperceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students’ responses; and (3) to identify which factors had the greatest influence on the students’ aspirations to continue their schooling. A 42- item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the ‘best predictors’ of students’ aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.
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View more >Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students’ selfperceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students’ responses; and (3) to identify which factors had the greatest influence on the students’ aspirations to continue their schooling. A 42- item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the ‘best predictors’ of students’ aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.
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Journal Title
Australian and International Journal of Rural Education
Volume
26
Issue
2
Copyright Statement
© 2016 Society for the provision of education in rural Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Secondary Education
Education Systems
Curriculum and Pedagogy
Specialist Studies in Education