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Journal of Career Development
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A Structural Model of Educational Aspirations

Rashmi Garg

Laurentian University

Carol Kauppi

Laurentian University

John Lewko

Laurentian University

Diana Urajnik

Laurentian University

The purpose of this study was to develop and test a model to predict educational aspirations of Canadian adolescents. Participants were a national sample of 4,034 students from grades 8-13 (2,037 males, 1,973 females). Results of a modified structural model included three sets of influences: a) a background factor comprised of parental occupation and education; b) a family involvement factor consisting of parental personal and school-based involvement with adolescents; and c) a personal factor with school marks, school and course perceptions, extracurricular reading and parental educational expectations as indicator measures. Educational aspirations was the main outcome variable. Results indicated that the personal factor had a strong direct influence on educational aspirations (β = 1.17, p <.001, R2= .76). The effects of the background and family involvement factors on educational aspirations were mediated through the personal factor. Additional analyses performed in order to test the relationships obtained in the model, revealed several significant interactions amongst the three predictor factors and educational aspirations. The findings emphasize the importance of efforts to enhance the educational aspirations of adolescents through targeted change of modifiable environmental and personal factors.

Key Words: academic aspiration • structured equation model • personal/educational self-schema • parental involvement.

Journal of Career Development, Vol. 29, No. 2, 87-108 (2002)
DOI: 10.1177/089484530202900202
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