Self-determination constructs as predictors of higher education aspirations and expectations: a cross sectional study of secondary school children

Abstract—Key concepts in self-determination theory, such as motivation regulation and goal contents, have a well-established research base in an educational context.  A higher degree of autonomy in motivation regulation, and pursuit of intrinsic goals such as personal development, appear to be associated with a range of positive educational outcomes such as persistence in education and enjoyment of academic work, though much research in this area is classroom based.  This study aimed to examine if such associations are apparent in attitude and behavioural intentions towards post- school level education.  A cross-sectional survey (n=687) of UK secondary school children assessed students’ academic self-regulation, goal contents, and aspirations towards and expectations of university attendance.  Preliminary results indicate associations between a more autonomous motivation regulation and greater intrinsic goal setting with aspirations and expectations of higher education.  Structural equation mediation modelling indicated a small but significant indirect effect in the model.  This study forms part of a project to investigate if motivation regulation and goal contents might be useful targets for university widening participation programs.  University attendance in the UK is above 50%, but a socio-economic divide remains despite attendance increases among lower socio-economic groups.  Focused targeting of motivation regulation and goal setting behaviours within these interventions may be helpful in addressing this persistent gap.