What has LSAY found? Sheldon Rothman Principal 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 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

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 changes in the first year 1% changed institution 2% changed course 6% withdrew 4% deferred (after starting)

Reasons for withdrawal: ‘a consideration’

Reasons for withdrawal: ‘main reason’

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

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, Intentions and 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 IntentionsBehaviour

Theory of Planned Behaviour Attitudes Subjective norm Perceived control IntentionsBehaviour

Theory of Planned Behaviour Attitudes Subjective norm Perceived control IntentionsBehaviour

Theory of Planned Behaviour Attitudes Subjective norm Perceived control IntentionsBehaviour

Theory of Planned Behaviour Attitudes Subjective norm Perceived control IntentionsBehaviour

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 LBOTE parents uni SES 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 LBOTE parents uni SES female Year 9 numeracy Participation in university 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 LBOTE parents uni SES 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 Year 10 students 57 Non tertiary graduates Tertiary graduates 43 Study, extended interruption/work 3 Study, brief interruption/work 7 Work & study combined 319 School, study, work 4 Work, study, work 7 Currently in study Mainly unemployed Brief interruption/work Extended interruption/work Mainly part-time work 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)