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What has LSAY found?
Sheldon RothmanPrincipal Research Fellow
What has LSAY found?
• The First Year Experience
• Attitudes, Intentions and Participation
• General findings of LSAY
The First Year Experience
• Examines the transition from Year 12 to the first year of post-school study
• Combines university and TAFE study
• Who stays / changes / leaves? Why?
• How do members of equity groups fare?
Satisfaction + difficulties
• High overall levels of satisfaction among those who stayed to end of the first year
Satisfaction + difficulties
0
10
20
30
40
50
60
70
80
90
100
Like beingstudent
Student lifesuits you
Like campusatmosphere
Lived up toexpectations
Made closefriends
University
TAFE
Strongly agree
Agree
Satisfaction + difficulties
• High overall levels of satisfaction among those who stayed to end of the first year
• Some areas of difficulty reported:• Juggling study and work• Time for other activities
Satisfaction + difficulties
Satisfaction + difficulties
0
10
20
30
40
50
60
Fees/ costs Work/ study Family/ study No main difficulty
Part-time Full-time Looking Not looking
Satisfaction + difficulties
• High overall levels of satisfaction among those who stayed to end of the first year
• Some areas of difficulty reported:• Juggling study and work• Time for other activities
• Higher satisfaction levels among those not working and those working part-time
Satisfaction + difficulties
‘Paying course and other fees, purchasing books and other materials, and managing accommodation and transport costs are burdens that most students are willing to shoulder, provided that they are satisfied with their learning, mixing well with other students and fell that they are a member of a community.’
Enrolment changesin the first year
• 1% changed institution
• 2% changed course
• 6% withdrew
• 4% deferred (after starting)
Reasons for withdrawal:‘a consideration’
77
34
23 23 20
54
0
10
20
30
40
50
60
70
80
Not whatwanted
Lostinterest
Getjob/appren
Jugglingstudy/work
Careerprospects
Financial
Reasons for withdrawal:‘main reason’
77
54
34
23 23 20
39
11 4 1 419
0
10
20
30
40
50
60
70
80
Not whatwanted
Lostinterest
Getjob/appren
Jugglingstudy/work
Careerprospects
Financial
How do interests affect decisions about tertiary study?
• Main reasons for changing institution
• Main reasons for changing course
• Main reasons for withdrawing from study
• Main reasons for deferring study
Findings for equity groups:Continuing in first course
81 79 81 8391
85 86
76
0
10
20
30
40
50
60
70
80
90
100
All Low SES Rural SWD NESB Women Males Indigenous
Findings for equity groups:Main points
• Low-SES: fees and family commitments
• Disability: balance between study and other commitments
• NESB: remain in first course, but no difference in satisfaction
Findings for equity groups:Main points
• Women: generally fitting in well
• Men: balance between study and other commitments
Findings for equity groups:Main points
• Rural and isolated: study-related costs
• Indigenous: withdrawal, study-related costs and commitments
Findings for equity groups:Main points
• Although students from some groups continue to be underrepresented in tertiary study, they report levels of satisfaction and difficulties similar to those of other first year students
Findings for all first-year students
• General satisfaction
• Enrolment changes related to interests
• Difficulties generally related to juggling study and other commitments
• Once in, equity groups fit in well
Attitudes, Intentionsand Participation
• What are the effects of attitudes to school on intention to complete Year 12 and on actual participation in Year 12?
• How much do attitudes to school influence participation directly, and how much do they operate through intentions to participate?
Theory of Planned Behaviour
Attitudes
Subjective norm
Perceived control
Intentions Behaviour
Theory of Planned Behaviour
Attitudes
Subjective norm
Perceived control
Intentions Behaviour
Theory of Planned Behaviour
Attitudes
Subjective norm
Perceived control
Intentions Behaviour
Theory of Planned Behaviour
Attitudes
Subjective norm
Perceived control
Intentions Behaviour
Theory of Planned Behaviour
Attitudes
Subjective norm
Perceived control
Intentions Behaviour
Attitudes, intention and participation in Year 12
Background: location,
language, parent
education, SES, gender
Attitudes to school
Year 9 achievement:
literacy, numeracy
Intention to do Year
12
Participation in Year 12
Attitudes, intention and participation in Year 12
Background: location,
language, parent
education, SES, gender
Attitudes to school
Year 9 achievement:
literacy, numeracy
Intention to do Year
12
Participation in Year 12
Attitudes, intention and participation in university
Background: location,
language, parent
education, SES, gender
Attitudes to school
Year 9 achievement:
literacy, numeracy
Intention to go to uni
Participation in university
Participation in Year 12
Results for participation in Year 12
non-metro
Attitudes to school
Year 9 literacy
Intention to do Year
12
Participation in Year 12
LBOTEparents
uniSES
female
Year 9 numeracy
Participation in
university
• Attitudes predict intention
• Intention predicts participation
• No significant direct effect of attitudes on participation
• Mediated effect (intention) very strong
Findings on influences on continuation in education
non-metro
Attitudes to school
Year 9 literacy
Intention to do Year
12
Participation in Year 12
LBOTEparents
uniSES
female
Year 9 numeracy
Participation in
university
Findings on influences on continuation in education
Findings on influences on continuation in education
• Direct effects on participation• Literacy and numeracy achievement• Language background other than
English• Non-metropolitan locations
non-metro
Attitudes to school
Year 9 literacy
Intention to do Year
12
Participation in Year 12
LBOTEparents
uniSES
female
Year 9 numeracy
Participation in
university
Findings on influences on continuation in education
Year 9 literacy
Year 9 numeracy
LBOTE
non-metro
Findings on influences on continuation in education
• Importance of intentions in later behaviours
• Intentions mediate between attitudes (and other factors) and actions
• Positive attitudes to school influence intentions to participate in post-compulsory years, which in turn influence participation
Findings on influences on continuation in education
‘Other things being equal, students who are positively oriented to their schools and are actively engaged in its academic work and other activities are more likely to develop an intention to continue through school and beyond. ... Attention to what happens in the middle and early secondary years of school can influence educational intentions and subsequent participation.’
General findings of LSAY
• Importance of a good foundation in literacy and numeracy
• Timing of school leaving• Selection of Year 12 subjects• Scores for university entrance• Participation in tertiary education• Employment / unemployment
General findings of LSAY
• Young women have higher participation in education, but lower job market pay-off to education
• Indigenous and rural youth have lower rates of participation in education
• Family cultural factors more important than economic factors
General findings of LSAY
• School practices make a difference
• Completing secondary school pays off, even for low achievers
• A poor start in the job market has long-term costs
• Combining education and work while at school has benefits
Value of longitudinal studies:After 7 post-school years ...
100 Year 10 students
57
Non tertiary graduates
Tertiary graduates
43
Study, extended interruption/work3
Study, brief interruption/work7
Work & study combined3
19 School, study, work
4 Work, study, work
7 Currently in study
Mainly unemployed
Brief interruption/work
Extended interruption/work
Mainly part-time work
4
4
3
7
14
7
7
11 Full-time work
Training then work
Study then work
Mainly not-in-labour-force
The latest research reports
The First Year Experience: The Transition from Secondary School to University and TAFE in Australia, by Kylie Hillman
(LSAY Research Report no 40)
Attitudes, Intentions and Participation,by Siek Toon Khoo and John Ainley
(LSAY Research Report no 41)
Scheduled for release 29 September 2005
Pathways from School to Further Education and Work: Examining the Consequences of Year 12 Course Choices, by Sue Thomson
(LSAY Research Report no 42)