Report Overview
This report explores recent evidence about young people’s views and the importance they attach to going on to university, their beliefs about their own academic ability and their experiences of school to see how far these influences shape differences in A-level outcomes at age 18.
Written by Pam Sammons, Katalin Toth, and Kathy Sylva, this report is the third in a series drawing on the Effective Pre-school, Primary and Secondary Education (EPPSE) cohort. It explores students’ aspirations in relation to their views on the importance of getting a degree, their own university plans and their beliefs about their academic performance and abilities, described in this report as their ‘academic self-concept’.
More specifically, the research questions addressed are:
- What are the individual, family, neighbourhood and school predictors of general academic self-concept in Year 11, at age 16?
- What are the individual, family, neighbourhood and school predictors of aspirations in Year 11?
- What is the relationship between academic self-concepts, aspirations and A-level entry?