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      Aspirations and an austerity state: young people's hopes and goals for the future

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      London Review of Education

      IOE Press

      14-19 EDUCATION, ASPIRATIONS, FUTURE GOALS, LIFE SATISFACTION

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          Abstract

          Survey findings from 1701 Year 11 and Year 13 students across 35 English educational institutions are reported, which indicate young people's hopes and goals, and the ways in which their institutions support them in their aspirations. This research adds to the literature empirical findings using a methodological stance on the study of aspirations that is open to broader perspectives of young people's agendas for their lives. The majority of young people reported high-educational (e.g. university) and career (e.g. a professional or well-paid job) aspirations. Life satisfaction and developing relationships was also high on the agenda of many young people.

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          Most cited references 25

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          Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action

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            Possible selves and academic outcomes: How and when possible selves impel action.

            Puzzled by the gap between academic attainment and academic possible selves (APSs) among low-income and minority teens, the authors hypothesized that APSs alone are not enough unless linked with plausible strategies, made to feel like "true" selves and connected with social identity. A brief intervention to link APSs with strategies, create a context in which social and personal identities felt congruent, and change the meaning associated with difficulty in pursuing APSs (n = 141 experimental, n = 123 control low-income 8th graders) increased success in moving toward APS goals: academic initiative, standardized test scores, and grades improved; and depression, absences, and in-school misbehavior declined. Effects were sustained over a 2-year follow-up and were mediated by change in possible selves.
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              The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

              Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of ability (ability-avoid goal orientation). Scales assessing each of these goal orientations were developed over an eight year period by a group of researchers at the University of Michigan. The results of studies conducted with seven different samples of elementary and middle school students are used to describe the internal consistency, stability, and construct validity of the scales. Comparisons of these scales with those developed by Nicholls and his colleagues provide evidence of convergent validity. Confirmatory factor analysis attests to the discriminant validity of the scales. Copyright 1998 Academic Press.
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                Author and article information

                Journal
                10430
                London Review of Education
                IOE Press
                1474-8460
                01 July 2013
                : 11
                : 2
                : 157-173
                Article
                1474-8460(20130701)11:2L.157;1- s6.phd /ioep/clre/2013/00000011/00000002/art00006
                10.1080/14748460.2013.799811
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                London Review of Education
                Volume 11, Issue 2

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