Abstract:
The purpose of this study was to explore the effects of self-determination, identification with school, and school climate on student aspirations for ongoing and future education. This study sought to answer the following research questions: (1) What are the relationships between student self-determination, identification with school, and perceptions of school climate? (2) How do ethnicity, socioeconomic status, gender, and self-determination affect students' aspirations for ongoing and future education? (3) How do ethnicity, socioeconomic status, gender, and identification with school affect students' aspirations for ongoing and future education? And (4) How do ethnicity; socioeconomic status, gender, and school climate affect students' aspirations for ongoing and future education? The first question was answered using bivarate correlation. Questions 2 through 4 were answered using three hierarchical multiple regression procedures. The research design used survey research and quantitative analyses to determine factors that most influence middle school students' aspirations for future education. The unit of analysis was 458 eighth grade students in one southern school system. Survey results provided evidence that the students' demographic variables of gender and ethnicity were significant predictors of their aspirations for future education. Self-determination explained 15% of the variance, identification with school explained 10% of the variance, and climate explained 3% of the variance in students' aspirations for ongoing and future education over and above the effects of ethnicity, gender, and socioeconomic status. This study contributes to the knowledge base by exploring the effects of all three variables: self-determination, identification with school, and school climate on student aspirations for future education. Furthermore, this study offers preliminary evidence of the effects of student self-determination, identification with school, and school culture on student aspirations for future education. Creating a school culture to encourage increased self-determination and identification with school represents an area that is malleable and can result in increased educational aspirations and commitment to academic success. Administrators interested in improving the school culture should focus on early identification of at-risk students and promote program development that encourages active participation from students and families, positive teacher-student relationships, and opportunities for students to develop knowledge and skills that promote a sense of self-determination and identification with school.
