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Ñòð. «154—161»

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Expectations and attitudes on college attendance

Abstract. The role of parental and teacher expectations on a student’s success in secondary and postsecondary education have been documented in numerous research studies over the years. Building on the work of Gregory and Huang (2013), which showed positive expectations of students, parents, English, and mathematics teachers in the 10th grade, the purpose of this study was to investigate the relationship between positive expectations from both parents and high school students, student attitudes regarding education, socioeconomic status (SES), race, and gender on college attendance using a sample from the Education Longitudinal Study of 2002 through standardized college entrance exams. A factor analysis approach is used to analyze three variables. The variables of interest were: (a) How far in school parents expect their child to go, (b) How far in school stÿudent expects to go, and (c) How much the student likes school. Factor analysis followed by multiple linear regression identified those variables that correlated with college entrance exam scores. Results show that the positive expectations factor correlated positively with college entrance exam scores. SES also had a positive correlation with college entrance exam scores. Multiple regression analyses supported the conclusion that looking at parent and student expectations and how much a student likes school is a somewhat-good substitute for college entrance exam scores in predicting whether students will attend college.

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