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High School Students' Decisions to Pursue University: What Do (Should) Guidance Counsellors and Teachers Tell Them?

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Title: High School Students' Decisions to Pursue University: What Do (Should) Guidance Counsellors and Teachers Tell Them?
Language: English
Authors: Alexitch, Louise R., Kobussen, Glen P., Stookey, Sarah
Source: Guidance & Counselling. Sum 2004 19(4):142-152.
Availability: Guidance Centre - University of Toronto Press. 5201 Dufferin Street, Toronto, ON, Canada M3H 5T8. Tel: 800-565-9523; Tel: 416-667-7791; Fax: 800-221-9985; Fax: 416-667-7832; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpress.utoronto.ca/GCentre/07784guidco.html.
Peer Reviewed: Y
Page Count: 11
Publication Date: 2004
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Descriptors: High School Students, Decision Making, School Counselors, Secondary School Teachers, Teacher Role, Counselor Role, Career Guidance, Influences, Foreign Countries, Postsecondary Education, Student Educational Objectives, Case Studies, Student Surveys, Expectation, Perception
Geographic Terms: Canada
ISSN: 0831-5493
Abstract: Information provided to high school students by their guidance counsellors and teachers can affect how students view university or college, as well as their expectations and level of preparation for the academic demands of higher education. This article describes two studies conducted with high school students that examined the type of information provided to students by high school teachers and counsellors, the perceived importance and usefulness of the advice, and students' reasons for attending university or college. Results showed that the majority of students expressed an intention to pursue higher education primarily to fulfill career-oriented goals. Parents and friends were rated as more important influences on student decisions than either high school teachers or guidance counsellors. High school personnel encouraged students to further their education and provided them with information on application procedures. The role of high school guidance counsellors and teachers is discussed in light of the findings. (Contains 2 tables.)
Abstractor: Author
Number of References: 15
Entry Date: 2006
Access URL: https://www.utpress.utoronto.ca/GCentre/07784guidco.html
Accession Number: EJ739565
Database: ERIC
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  Value: <anid>AN0017218589;guc01jun.04;2005Jun06.10:12;v2.2.460</anid> <title id="AN0017218589-1">High School Students' Decisions to Pursue University: What Do (Should) Guidance Counsellors and Teachers Tell Them? </title> <sbt id="AN0017218589-2">ABSTRACT</sbt> <p>Information provided to high school students by their guidance counsellors and teachers can affect how students view university or college, as well as their expectations and level of preparation for the academic demands of higher education. This article describes two studies conducted with high school students that examined the type of information provided to students by high school teachers and counsellors, the perceived importance and usefulness of the advice, and students' reasons for attending university or college. Results showed that the majority of students expressed an intention to pursue higher education primarily to fulfill career-oriented goals. Parents and friends were rated as more important influences on student decisions than either high school teachers or guidance counsellors. High school personnel encouraged students to further their education and provided them with information on application procedures. The role of high school guidance counsellors and teachers is discussed in light of the findings.</p> <p>Students enter university with different expectations and aspirations and differing levels of preparation to achieve their goals. How (and whether) these expectations are met may have an impact on student success in a post-secondary institution. Holdaway and Kelloway (1987) examined first-year students' experiences at a Canadian university. Many students reported feeling unprepared to fulfill their goals and not fully informed about the demands of university life, often indicating that their high schools failed to provide them with helpful guidance in advance.</p> <p>But what should high school teachers and guidance counsellors do to help students make informed decisions about post-secondary education and ensure that students are better prepared for the demands of university or college? What kind of expectations do students have about post-secondary education while they are still in high school? This article examines high school students' perceptions of university and college and the types of information they are provided with concerning post-secondary education.</p> <p>Unrealistic expectations, vague goals and interests, and a lack of preparation may partially explain the high dropout rates from universities in Canada and the United States (Alexitch, 1999; Braxton, Milem, & Sullivan, 2000; Rosenbaum, 1998). Hoyt (2001) notes that less than half of students entering a college obtain a degree, and about one-third of first-year students do not re-enrol in a second year. Needless to say, this is cause for concern, given the commitment of resources, time, and energy that students and others, such as parents, faculty, and staff in postsecondary institutions, devote so the student can attend university or college. There is also a personal cost for the students themselves: a sense of failure, feelings of frustration, and lowered self-esteem (Alexitch, 1999; Leon & McNeill, 1986; Rosenbaum, Miller, & Krei, 1996).</p> <p>Although there is little doubt that a university education prepares students for a career, evidence suggests that encouraging students to take a primarily extrinsic (either career- or grade-oriented) approach to education may actually have a negative effect on students' academic performance and learning (Alexitch, 2002; Page & Alexitch, 2003). Recent surveys of students' reasons for pursuing a university education have found an increasing emphasis by students on non-academic reasons for pursuing a university education and less emphasis on the purpose of university as a place for learning and personal development (e.g., Alexitch & Page, 2001; Astin, 2000). Although this trend might reflect students' concerns and uncertainty about the future, important individuals in the lives of students may also be influencing how they view higher education. In a study by Alexitch and Page (1997), approximately 200 undergraduate students were asked about the types of advice they had sought and received from high school guidance counsellors and teachers. More respondents reported having sought information on careers than on educational options or academic programs from high school personnel; the majority of students reported being provided with advice on career preparation and opportunities available in a specific field. Alexitch and Page (2001) also examined how first-year undergraduate students viewed the purpose of a university education and what important others had told students about the purpose of university. Results showed that the majority of students felt that the purpose of a university education was for education and learning, but an almost equal number felt (and had been told) that it was important for career and job preparation.</p> <p>Given the increasingly prevalent view of higher education as an avenue for "career training," combined with the emphasis on post-secondary credentials in the workforce, it is not surprising that higher education would be stressed as the next logical step after high school in a student's development. In the United States, this has resulted in the "college-for-all" approach--all students can, and should, attend college--which is advocated by high school teachers, guidance counsellors, and administrators, and supported by parents and students (Krei & Rosenbaum, 2001; Rosenbaum, 1998; Rosenbaum et al., 1996). At first, this approach may seem laudable (especially when advising students from disadvantaged groups), but as Rosenbaum (1998) argues, it may actually cause more harm to a student by creating (or at least not correcting) unrealistic expectations concerning higher education. Students are convinced that they should attend college, but are not given sufficient information about what they must do to be successful in a post-secondary setting (e.g., what courses and skills they need to acquire in high school before pursuing a particular career path) (Rosenbaum, 1998), nor are other options (e.g., vocational training programs) fully explored for students who may lack the ability, interests, or motivation to be successful in a university setting (Krei & Rosenbaum, 2001). Counsellors and teachers provide students with information concerning programs, funding, and other aspects of college campuses, but may fail to adequately inform students (or their parents) about the requirements and demands of a college education (Rosenbaum, 1998).</p> <p>An analogous "university-for-all" approach may be operating in Canada as well. For instance, Alexitch and Page (1997) noted that high school guidance counsellors and teachers stressed the importance of university for career preparation and encouraged students to "just go" to university. Students reported that the effects of such advice, especially from guidance counsellors, tended to be negative because it was often too vague and general or not applicable to the student's interests or goals. As noted earlier, undergraduate students in Holdaway and Kelloway's (1987) study also felt they had not been adequately informed about the demands of university by their high schools.</p> <p>It seems, then, that students may be encouraged to pursue a university or college education when they are neither prepared nor interested, and for reasons that may be ultimately detrimental to their academic success (i.e., the emphasis of university education for career training). Many previous studies, however, have focussed on the views of students after they have already begun post-secondary education, and thus, students' views and expectations may have been influenced by their experiences in higher education. It may be more accurate, therefore, to have students report on the advice given to them by their high school teachers and counsellors (and how they feel this influences them) while they are still attending high school.</p> <p>The present article reports findings from two studies, both conducted with high school students in a mid-sized city in Western Canada. The first study explored senior high school students' perceptions of higher education and the types of information that guidance counsellors and teachers provided to them about university and college. The second study was a survey of a large sample of high school students that examined students' reasons for wanting to attend university or college and the relative influence of teachers, guidance counsellors, and others in students' decisions to pursue post-secondary education.</p> <hd id="AN0017218589-3"> STUDY 1 </hd> <hd id="AN0017218589-4"> METHOD </hd> <p>Participants and Procedure</p> <p>Participants were 74 Grade 12 high school students (44 males, 30 females) attending schools in a mid-sized city in Western Canada. Senior high school students were chosen because they were the most likely to be considering postsecondary education. Two-thirds of participants (n = 51, 68.9%) were 17 years old, 22 students (29.7%) were 18 years old, and one student (1.4%) was 19 years old. Average grade reported was 74.4% (SD = 12.3), ranging from 40 percent to 96 percent.</p> <p>Consent for participation in the study was obtained from both the student and parent(s)/ guardian(s). Each participant received a cover letter outlining the purpose and importance of the study, when and how the study would be conducted, and the researcher's name and contact information. Issues regarding confidentiality, anonymity, and voluntary participation were explained to all students both orally and in writing.</p> <p>Students completed the survey during class time, with the researcher (or her assistants) and the teacher present. Those individuals who chose not to participate in the study were allowed to read quietly during the administration of the survey. The survey took approximately 20 minutes to complete, at the end of which the survey packages were collected by the researcher, and respondents were thanked for their time.</p> <p>Measures</p> <p>The survey consisted of three sections: (<reflink idref="bib1" id="ref1">1</reflink>) Future Academic Plans, (<reflink idref="bib2" id="ref2">2</reflink>) Information about Post-Secondary Education, and (<reflink idref="bib3" id="ref3">3</reflink>) Demographics. The survey format was a combination of open-ended and closed-ended questions.</p> <p>Future Academic Plans. This section of the survey focused on students' plans regarding postsecondary education and employment. First, respondents were asked whether they were planning to attend university or community college or whether they had other plans (e.g., employment, travel) within a year after completing high school. Students planning to attend either university or college within a year after high school were asked why they wanted to pursue post-secondary education and the skills they expected to obtain from post-secondary education. Using a five-point Likert scale (1 = not at all important to 5 = extremely important), students were asked to indicate the importance of three categories of reasons for attending university or college: (<reflink idref="bib1" id="ref4">1</reflink>) Personal development (five items, e.g., "To learn more about things that interest me"); (<reflink idref="bib2" id="ref5">2</reflink>) Career development (three items, e.g., "To develop job or marketable skills"); and (<reflink idref="bib3" id="ref6">3</reflink>) External influences (five items, e.g., "My family wants me to go"). Similarly, students were asked to indicate the importance of three categories of skills that they expected to obtain in university or college: (<reflink idref="bib1" id="ref7">1</reflink>) Basic academic skills (four items, e.g., "Reading and writing skills"); (<reflink idref="bib2" id="ref8">2</reflink>) Knowledge-based skills (two items, e.g., "Detailed knowledge in area of study"); and (<reflink idref="bib3" id="ref9">3</reflink>) Higher cognitive skills (four items, e.g., "Critical thinking skills").</p> <p>Students who were not planning to attend a post-secondary institution within a year of high school were asked an open-ended question about their reason/s for the decision. They were also asked whether they expected to attend university or college within five years after graduating from high school.</p> <p>Information Provided about Post-Secondary Education. In this part of the survey, students were asked about information they received about post-secondary education from their high school teachers and guidance counsellors. Specifically, respondents indicated which post-secondary options had been discussed with them and what they had been told about university or college. Using a five-point scale (1 = not at all useful to 5 = extremely useful), they were also asked to indicate whether they perceived that information to be useful. In addition, students indicated how often they would like to meet with a high school guidance counsellor (1 = once a week, 2 = every 2 to 3 weeks, 3 = once a month, 4 = 2 to 3 times a year, and 5 = once a year) and what further information they needed concerning postsecondary education.</p> <p>Demographics. The final section of the survey consisted of questions regarding gender, age, overall academic grade in high school, and favourite subjects in school.</p> <hd id="AN0017218589-5"> RESULTS </hd> <p>Forty-nine students (66%) reported that they intended to enrol in university (n = 26) or community college (n = 23) within a year of graduation. Of the remaining 25 students, 17 indicated that they would be attending a post-secondary institution within five years of completing high school. Students who intended to enrol in university reported significantly higher high school grades (M = 83.88, SD = 8.26) than students who planned to enrol in community or vocational college (M = 68.19, SD = 11.83) or those who did not want to pursue a post-secondary education (M = 69.81, SD = 10.20), F (<reflink idref="bib2" id="ref10">2</reflink>, 63) = 16.64, p < .001. In addition, 48 students reported that they would be seeking employment (either full- or part-time) within a year after high school graduation, regardless of whether they intended to pursue post-secondary education. Eighteen students (24%) planned to travel shortly after graduating from high school.</p> <p>Future Academic Plans</p> <p>Students who planned to pursue post-secondary education shortly after graduating from high school rated career development reasons (M = 4.40, SD = 0.60) as significantly more important than either personal development (M = 3.47, SD = 0.90) or external influence (M = 2.36, SD = 0.87) reasons for their decision [t (<reflink idref="bib43" id="ref11">43</reflink>) = - 6.66, p < .001, and t (<reflink idref="bib43" id="ref12">43</reflink>) = -13.29, p < .001, respectively]. In addition, these students rated the importance of receiving higher cognitive skills (M = 3.82, SD = 0.90) and knowledge-based skills (M = 3.70, SD = 0.97) as significantly higher than acquiring basic academic skills (M = 3.28, SD = 0.94) in university or college [t (<reflink idref="bib43" id="ref13">43</reflink>) = 3.75, p = .001, and t (<reflink idref="bib43" id="ref14">43</reflink>) = 2.68, p = .01, respectively].</p> <p>Students who did not plan to attend university or college within a year of graduation gave a variety of reasons for their decision. Of the 30 responses given, the two most common reasons cited were financial constraints (30.0%) and uncertainty about goals and interests (26.7%). Many of these students indicated that they wanted to earn money before attending a postsecondary institution (e.g., "I want to work fulltime for a year so that I have money to go to college"). In terms of goal uncertainty, some students commented that they would be wasting resources if they enrolled in university or college without having clear goals (e.g., "I don't know what I want to do for the rest of my life and I don't want to waste my time and money"). As for other reasons for not pursuing post-secondary education, 20 percent of respondents said they needed a break from school to pursue other interests (e.g., "I want to relax, unwind, and become more focused") and 16.7 percent felt unsuited for higher education (e.g., "not smart enough").</p> <p>Information Provided about Post-Secondary Education</p> <p>From High School Teachers. Fifty-six students (75.7%) recalled receiving information from teachers about universities; 45 students (60.8%) recalled information about community colleges; and 39 students (52.7%) recalled discussing information about specialized career training. Seven students (9.5%) reported receiving no information from their teachers about post-secondary education. In general, students thought the information provided by their teachers was useful (M = 3.49, SD = 1.01; 83.6% rated advice as three or higher on a five-point scale).</p> <p>When asked what type of information high school teachers had provided, students gave a variety of responses (see Table 1). Of 83 responses, students commonly reported that high school teachers gave them general encouragement to pursue further education (e.g., "It is a wonderful place to expand your mind"), informed them of what to expect in terms of academic demands (e.g., "tons of homework"), and explained the application procedures and requirements (e.g., "what I need to get in"). Students also reported that teachers provided specific information about institutional options and the program or course options available at each place. Although the results were not statistically significant, when comparing information provided on the basis of students' future academic plans, students who planned to enter university recalled receiving more information on what to expect academically and on funding options than students who planned to enrol in a community college or who had no plans to pursue post-secondary education. Students who had no immediate post-secondary plans reported received less encouragement than students who planned to attend university or college.</p> <p>From High School Guidance Counsellors. Only 33 students (45%) reported that they had met with a high school guidance counsellor to discuss post-secondary options. The remaining students responded that they either had not met with a guidance counsellor at all (n = 27) or had not discussed post-secondary education options (n = 14). Of the 33 students, 25 (75.8%) received information about universities; 21 (63.6%) received information about community colleges; and 12 (36.4%) recalled discussing information about specialized career training. The finding that 90.9% of students rated advice as a three or more on a five-point scale indicates that students thought the information provided by counsellors was useful (M = 3.67, SD = 1.02). When all respondents were asked how often they preferred to meet with a guidance counsellor, 50% indicated about three times a year or less often, but about 25% indicated that they preferred to meet with a counsellor at least once a month.</p> <p>The information provided to students by their high school guidance counsellors is presented in Table 1. Of 59 responses, students commonly reported that guidance counsellors gave them information for applying to various post-secondary institutions (e.g., "showed me how to fill out an application"), general encouragement to pursue further education (e.g., "She told me that it would be a good education choice"), and generally told students that post-secondary was necessary to fulfill their academic and career goals (e.g., "Going to university or career college opens up many options for our futures"). A few students indicated that their counsellors had provided them with no or "not much" information about post-secondary education. Students who indicated that they planned to attend university more often reported that they had received specific information on funding and application procedures than students who wanted to attend college, although the difference was not statistically significant. Students who had no immediate plans for post-secondary education often reported being encouraged to pursue further education and were given information on academic demands.</p> <hd id="AN0017218589-6"> DISCUSSION </hd> <p>Most students in this study indicated an intention to pursue post-secondary education, either immediately following high school or within five years of graduation. As in earlier studies (e.g., Alexitch & Page, 2001; Astin, 2000), respondents felt that career-oriented reasons for attending university or college were more important than personal development reasons (e.g., learning more about things, becoming more cultured). It is interesting to note that among students who were delaying post-secondary education, many were doing so for financial reasons. Rosenbaum et al. (1996) noted that the college-for-all approach carries the assumption that the only reason for not pursuing a college education would be financial. As long as students can afford it, they are advised to go to college, regardless of their academic goals or personal interests.</p> <p>For students who indicated that they planned to attend university or college, high school guidance counsellors provided information concerning funding, application procedures, institutional options, and what students needed to do to fulfill their goals. Interestingly, for those students who had no immediate plans for further education, counsellors provided encouragement to pursue further education, with information about academic demands. Very few students who were planning to attend university or college were provided with information about what to expect academically. The latter finding is consistent with previous research (e.g., Holdaway & Kelloway, 1987) and may partially explain why first-year university students have difficulty adjusting to the academic requirements of university. Unlike guidance counsellors, teachers tended to provide students (especially those who were university-bound) with information about the academic demands of higher education. Students reported that teachers more than guidance counsellors provided them with details about institutional and program options.</p> <p>The types of advice received from guidance counsellors and teachers may very likely reflect the different roles that teachers and counsellors play and the frequency of contact or access that students have to these professionals. For example, less than half of the students reported that they had met with a guidance counselor--although many more expressed a desire to meet with a counsellor. It seems, then, that students need guidance in making academic and career choices; however, counsellors may have little time for personalized advising. It is not uncommon for information about post-secondary options to be conveyed to students in group settings (Krei & Rosenbaum, 2001; Rosenbaum et al., 1996). Consequently each student may not have the opportunity to receive guidance specific to their needs, abilities, and interests.</p> <p>Unfortunately, given the study's small sample size, only limited conclusions could be drawn about the relationship between students' views about post-secondary education and the advice they received from guidance counsellors and teachers. The second study presented here used a larger sample of students to examine the relative influence of guidance counsellors and teachers, as well as other individuals, in high school students' decisions concerning postsecondary education.</p> <hd id="AN0017218589-7"> STUDY 2 </hd> <hd id="AN0017218589-8"> INTRODUCTION </hd> <p>The purpose of the second study was to examine not only students' plans after high school but to further explore the relative influence of various factors on students' decisions concerning postsecondary education. The comprehensive study was initially conducted to identify potential factors that could attract high school students to a Catholic college in the area, thereby helping the college to increase and maintain its enrolment. Of particular interest were how perceptions of higher education and the influence of others may differ depending on the grade level of the student.</p> <hd id="AN0017218589-9"> METHOD </hd> <p>Participants</p> <p>Participants were 816 Grade 10 (n = 283), Grade 11 (n = 288), and Grade 12 (n = 245) students enrolled in high schools throughout a mid-sized Western Canadian city and its surrounding rural communities. There were 402 females and 414 males. Almost all students were between 15 and 17 years old, with a mean age of 15.99 (SD = 0.93). The majority of students (n = 706, 87%) planned on attending a post-secondary institution after graduation, and 654 students (80%) indicated that they planned to pursue a university or college education.</p> <p>Measures</p> <p>The survey consisted of three sections: (<reflink idref="bib1" id="ref15">1</reflink>) demographic information (gender, age, current place of residence); (<reflink idref="bib2" id="ref16">2</reflink>) university or college plans; and (<reflink idref="bib3" id="ref17">3</reflink>) other post-secondary plans, in addition to, or in place of, university or college.</p> <p>Participants who planned to attend university or college were asked to rate the importance of 14 reasons for pursuing post-secondary education (1 = extremely unimportant to 5 = extremely important). The items were classified into three categories: (<reflink idref="bib1" id="ref18">1</reflink>) Academic/career goals (six items, e.g., "To fulfill career goals"); (<reflink idref="bib2" id="ref19">2</reflink>) Socio-emotional demands (five items, e.g., "Others expect me to go"); and (<reflink idref="bib3" id="ref20">3</reflink>) Feeling prepared (three items, e.g., "Funding eligibility"). Participants were also asked to rate the importance of 21 factors influencing their decision to attend college or university (1 = extremely unimportant to 5 = extremely important). The items were classified into three categories: (<reflink idref="bib1" id="ref21">1</reflink>) Influence of others (seven items, e.g., "Advice of high school guidance counsellors"); (<reflink idref="bib2" id="ref22">2</reflink>) Academic considerations (five items, e.g., "Diversity of programs offered"); and (<reflink idref="bib3" id="ref23">3</reflink>) Non-academic considerations (nine items, e.g., "Attractiveness of the campus"). All students were asked whether they considered attending a post-secondary institution other than university or college (e.g., trade or technical school, business school). Respondents who did not plan to attend any post-secondary institution were asked to indicate what they planned to do after high school (e.g., work fulltime or part-time, travel, farm).</p> <p>Procedures</p> <p>The survey was administered using one of three methods: (<reflink idref="bib1" id="ref24">1</reflink>) Researchers administered the surveys in person to students in various schools; (<reflink idref="bib2" id="ref25">2</reflink>) Teachers and/or counsellors gave the surveys to students who were not in attendance on the day of the survey administration and instructed the students to return the surveys by mail using an enclosed postage-paid envelope; or (<reflink idref="bib3" id="ref26">3</reflink>) For schools that were unavailable to participate at the time of the survey administration, the researchers mailed surveys to the school principal who had teachers give the survey to students who then returned the completed surveys to the researchers using an enclosed postage-paid envelope.</p> <p>Permission to conduct the survey was obtained from the superintendent (or director) in charge of research in each region at least six weeks prior to the expected commencement of the study. School divisions were also notified that certain portions of the results, applicable to each division, would be distributed upon completion of the study.</p> <hd id="AN0017218589-10"> RESULTS </hd> <p>Table 2 presents the item means, standard deviations, and correlations in reasons for pursuing college or university education and the factors influencing students' decisions. Data were examined for the entire sample and comparisons were made on the basis of grade level (<reflink idref="bib10" id="ref27">10</reflink>, 11, or 12).</p> <p>Almost all students planned to attend university or college, with the proportion of students somewhat higher in Grade 11 (91%) than in Grade 10 (84%) or Grade 12 (85%), χ³ (<reflink idref="bib2" id="ref28">2</reflink>) = 5.88, p = .05. Only 79 students (10%) indicated that they planned to attend a post-secondary institution other than university or college. Of these, 53 reported that they wanted to attend a technical/trade school, six (wanted to enter a secretarial or business school, and 20 indicated some other type of post-secondary education.</p> <p>Fifty-three students (7%) indicated that they did not plan to attend any post-secondary institution. Of these, 25 planned on working full- or part-time, six planned on farming, and eight indicated other plans (e.g., travel).</p> <p>Reasons for Attending University or College Overall, students rated academic/career goals as higher in importance than either socio-emotional demands or feeling prepared in their reasons for wanting to pursue a college or university education, F (<reflink idref="bib2" id="ref29">2</reflink>, 652) = 756.03, p < .001 (see Table 2). In the academic/career goals category, the item rated the most important by students for pursuing a university or college education was "to improve future employment opportunities" (M = 4.47, SD = 0.71). In the socio-emotional demands category, the item rated the most important was "others expected me to go" (M = 2.96, SD = 1.13).In the feeling prepared category, "have the credentials to get in (e.g., grades)" (M = 3.39, SD = 1.01) was rated as most important. Although the importance of academic/career goals and socio-emotional demands for attending university or college did not differ among Grade 10, 11, and 12 students, Grade 12 students rated the importance of feeling prepared lower (M = 3.08, SD = 0.80) than did students in either Grade 10 (M = 3.41, SD = 0.78) or Grade 11 (M = 3.29, SD = 0.76), F (<reflink idref="bib2" id="ref30">2</reflink>, 655) = 9.38, p < .001.</p> <p>Factors Influencing Decisions</p> <p>Academic considerations were rated as significantly more important than either the influence of others or non-academic considerations, F (<reflink idref="bib2" id="ref31">2</reflink>, 646) = 497.93, p < .001 (see Table 2), with the influence of others being rated the least important. For academic considerations, "quality of education" offered by an institution was rated the highest in importance (M = 4.42, SD = 0.72). Among non-academic considerations, the most influential factor was tuition costs (M = 4.11, SD = 0.99). Advice of parents (M = 3.49, SD = 0.91) was rated most important in the influence of others category. Non-academic considerations were rated as significantly less important by Grade 12 students (M = 3.08, SD = 0.80) than by students in either Grade 10 (M = 3.65, SD = 0.58) or Grade 11 (M = 3.60, SD = 0.60), F (<reflink idref="bib2" id="ref32">2</reflink>, 651) = 4.23, p = .05.</p> <p>All three categories of reasons for attending university or college correlated significantly with the three factors influencing students' decisions about post-secondary education (see Table 2). Notably, non-academic considerations correlated the strongest with influence of others for pursuing post-secondary education, and academic considerations correlated most strongly with academic/career goals for attending university or college. Socio-emotional demands correlated weakly with having academic/career goals and with academic considerations for wanting to go to university or college.</p> <p>Influence of Parents, Friends, and High School Staff The importance of four influences (parents, friends, high school teachers, and high school guidance counsellors) was the focus of further analysis. A repeated measures analysis of variance indicated that the four sources of influences on students' decisions to pursue a college or university education differed significantly, F (<reflink idref="bib3" id="ref33">3</reflink>, 649) = 31.38, p < .001. Parents were rated as significantly more important (M = 3.49, SD = 0.91) than friends who were in university/college (M = 3.35, SD = 0.89), high school teachers (M = 3.38, SD = 0.97), and high school guidance counsellors (M = 3.09, SD = 1.08). Ratings for these four sources did not differ by school grade.</p> <p>The importance of advice received from parents correlated with academic/career goals (r = .32), socio-emotional demands (r = .25), and feeling prepared (r = .28). A similar pattern of correlations was obtained for the importance of advice from friends: academic/career goals (r = .31), socio-emotional demands (r = .25), and feeling prepared (r = .26). In particular, the importance of advice from parents and friends was associated with attending university or college to be a role model in one's community and with meeting others' expectations. The importance of advice from high school teachers correlated with both academic/career goals (r = .30) and feeling prepared (r = .31), but less so with socio-emotional demands (r = .12). A similar pattern of correlations was obtained with the perception of advice received from high school guidance counsellors: academic/career goals (r = .24), feeling prepared (r = .25), and socio-emotional demands (r =. 18). When compared to the influence of parents and friends, teachers and guidance counsellors were associated to a stronger degree with informing students about admission requirements and funding for university or college. The importance of advice from parents, friends, teachers, and guidance counsellors was more strongly related to non-academic considerations for choosing college or university (correlations ranged from .39 to.49) than academic considerations (correlations ranged from .29 to .38).</p> <hd id="AN0017218589-11"> DISCUSSION </hd> <p>As with the first study, the majority of students expressed a desire to attend either university or college following high school. Students from all grades rated the fulfilment of academic and career goals (especially the latter) as the most important reason for pursuing further education. It is interesting to note that senior students' perceptions of how prepared they felt for higher education was lower than that of more junior students. Perhaps as senior students were presented with more and more information about the academic demands (e.g., grades, courses, skills) of university or college, they may have realized they were not adequately prepared. On the other hand, the difference may have reflected uncertainty or a lack of information about the impending transition to university or college.</p> <p>Academic considerations (e.g., diversity of programs and courses offered at an institution) and non-academic considerations (e.g., attractiveness of the campus) were rated more influential than the advice of parents, friends, high school guidance counsellors, and teachers. When the latter four sources of advice were examined, however, it seemed that parents and friends were more influential than high school guidance counsellors and teachers. Consistent with previous research (e.g., Page & Alexitch, 2003; Mau, Hitchcock, & Calvert, 1998), parents were very important in students' decisions to attend university or college and even in their decision to attend a particular institution. Indeed, parents often strongly encourage their children to attend college regardless of whether a student is prepared or interested and may even resist considering other post-secondary options for their child (Hoyt, 2001; Rosenbaum et al., 1996). In the present study, it seemed that the role of teachers and guidance counsellors was to provide specific details about an institution (e.g., tuition costs, application procedures) rather than to provide information about the academic characteristics of a particular program or institution (e.g., quality of education, learning facilities).</p> <hd id="AN0017218589-12"> GENERAL DISCUSSION </hd> <p>Results from both studies indicated that most students planned to pursue a university or college education, mostly to fulfill career goals. This decision seemed to be supported (to varying degrees) by parents, friends, guidance counsellors, and teachers. As in previous research (e.g., Alexitch & Page, 2001; Leon & McNeill, 1986; Mau et al., 1998), parents were very influential in students' decisions concerning higher education, and their advice was associated with the importance of socio-emotional reasons for attending university or college. This finding is not surprising because parents influence students' decisions from early on, and students' aspirations can often be a reflection of the importance that parents place on particular academic and career paths (Alexitch & Page, 2001; Hoyt, 2001; Rosenbaum et al., 1996; Shoffner & Vacc, 1999). For example, Alexitch and Page noted that students' views about the purpose of a university mirrored those of their parents. This may be problematic if a student's interests, preparation, or abilities do not match the expectations held by others in the student's life. Shoffner and Vacc recommend that guidance counsellors work with parents in identifying appropriate career paths for their child. In this way, unrealistic expectations about future education and careers may be addressed early in a student's academic life.</p> <p>Of particular interest in these studies was the advice students received from high school teachers and guidance counsellors and how it related to students' goals and decisions concerning post-secondary education. In general, students perceived this advice to be useful and correlated with their academic/career goals, feeling prepared to enter higher education, and with nonacademic considerations in choosing post-secondary education. Specifically, students reported that teachers and guidance counsellors provided positive encouragement and help with application procedures. Although the emphasis in advice provided by teachers and guidance counsellors to students differed somewhat, it did not differ substantially on the basis of students' post-secondary plans. That is, regardless of whether students were planning to enrol in university, college, some other post-secondary training, or none of these, they reported receiving the same sorts of advice from their teachers and guidance counsellors.</p> <p>Although the sample size in the first study was too small to draw strong conclusions, the findings of the second, larger study suggest a worrisome situation. Is it a function of students' selective memories (or some other artifact), or is it the case that advice provided to high school students receive is not tailored to match their post-secondary plans? Rosenbaum et al. (1996) have noted that during the 1990s, the role of school counsellors shifted from providing judgement on a student's suitability for college (based on test scores, grades, interests) to becoming a dispenser of information about post-secondary institutions. In keeping with the college-for-all approach (in Canada, the university-for-all approach), this means that all students are encouraged to pursue a college or university education. The two studies reported here found some association between students' future plans and their academic performance (i.e., students with better grades expressed an intention to go to university), but the majority of students still expressed an interest in attending university. Further research needs to determine whether students are given information on options other than university or college, what that information is, how the advice matches students' abilities and interests, and to what extent students' individual academic and career planning needs are being met.</p> <p>Another related issue concerns the guidance that students receive at different grade levels. The second study found that Grade 10 and Grade 11 students felt more prepared for postsecondary education and placed a higher importance on non-academic considerations in choosing a post-secondary institution than did Grade 12 students. This implies that guidance counsellors and teachers need to be sensitive to the changing needs of students as they progress through high school, as well as to emerging academic strengths and weaknesses, so they can adjust their advising accordingly. Future research should explore what types of information from guidance counsellors and teachers are most effective for students at different grades and how students' perceptions of the advice may change over time.</p> <p>High school students have many more postsecondary options than they did a few decades ago. There are also increasing financial and personal costs for attending post-secondary institutions in Canada. Therefore, it is especially important that guidance counsellors and teachers provide students (and their parents) with information that adequately prepares them for the demands of post-secondary education. Even if the university-for-all approach is to be supported, students must still be provided with options if university does not work out for them (Rosenbaum, 1998). This implies that high school teachers and counsellors must help students explore and prepare for a variety of academic and career paths.</p> <p>Note</p> <p>We would like to thank all those in the Saskatoon-area school boards who provided help and support in conducting this research. We would especially like to thank the students who kindly volunteered to participate in the studies.</p> <hd id="AN0017218589-13">Table 1. Information provided by teachers and guidance counsellors about post-secondary education</hd> <ct id="AN0017218589-14"> Legend for Chart: A - Category of information B - Teachers (N = 83) C - Guidance counsellors (N = 59) A B C provided encouragement 12 (14.5) 8 (13.6) academic demands 12 (14.5) 5 (8.5) application procedures 12 (14.5) 13 (22.0) program and course options 11 (13.3) 4 (6.8) institutional options 9 (10.8) 5 (8.5) provided materials 8 (9.6) -- funding information 8 (9.6) 7 (11.9) needed to fulfill goals 7 (8.8) 8 (13.6) none 'not much' -- 5 (8.5) other 4 (4.8) 4 (6.8) Note: Numbers in parentheses represent proportion of responses for column</ct> <hd id="AN0017218589-15">Table 2. Reasons and perceived influences in pursuing post-secondary education</hd> <ct id="AN0017218589-16"> Legend for Chart: A - Response category B - M C - SD D - 1. E - 2. F - 3. G - 4. H - 5. I - 6. A B C D E F G H I Reasons for wanting college/university 1. academic/career goals 3.96 0.56 -- .18 .32 .44 .54 .45 2. socio-emotional demands 2.71 0.73 -- -- .43 .30 .13 .30 3. feeling prepared 3.26 0.79 -- -- -- .42 .33 .46 Factors influencing decision 4. influence of others 3.27 0.64 -- -- -- -- .52 .67 5. academic considerations 4.05 0.64 -- -- -- -- -- .64 6. non-academic considerations 3.58 0.59 -- -- -- -- -- -- Note: N = 655 mean item ratings range from 1 (Extremly Unimportant) to 5 (Extremely Important). All correlations significant at p < .001.</ct> <ref id="AN0017218589-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt"></bibl> <bibtext>Alexitch, L.R. (1999). Survey of students' experiences and program satisfaction: Report to the Dean's Task Force on Curriculum and Program Review. Saskatoon, SK: University of Saskatchewan, College of Arts and Science.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt"></bibl> <bibtext>Alexitch, L.R. (2002). The role of help-seeking attitudes and tendencies in students' preferences for academic advising. Journal of College Student Development, 43, 5-19.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt"></bibl> <bibtext>Alexitch, L.R., & Page, S. (1997). Evaluation of academic and career counselling information and its relation to students' educational orientation. Canadian Journal of Counselling, 31, 205-220.</bibtext> </blist> <blist> <bibl id="bib4" type="bt"></bibl> <bibtext>Alexitch, L.R., & Page, S. (2001). Educational orientation and students' perceptions of a university education. Guidance & Counselling, 17, 8-15.</bibtext> </blist> <blist> <bibl id="bib5" type="bt"></bibl> <bibtext>Astin, A.W. (2000). The American college student: Three decades of change. In J. Losco & B.L. Fife (Eds.), Higher education in transition: The challenges of the new millennium (pp. 7-27). Westport, CT: Begin & Garvey.</bibtext> </blist> <blist> <bibl id="bib6" type="bt"></bibl> <bibtext>Braxton, J.M., Milem, J.F., & Sullivan, A.S. (2000). The influence of active learning on the college student departure process: Toward a revision of Tinto's theory. Journal of Higher Education, 71, 569-590.</bibtext> </blist> <blist> <bibl id="bib7" type="bt"></bibl> <bibtext>Holdaway, E.A., & Kelloway, K.R. (1987). First year at university: Perceptions and experiences of students. Canadian Journal of Higher Education, 17, 47-63.</bibtext> </blist> <blist> <bibl id="bib8" type="bt"></bibl> <bibtext>Hoyt, K.B. (2001). Helping high school students broaden their knowledge of post-secondary education options. Professional School Counseling, 5, 6-12.</bibtext> </blist> <blist> <bibl id="bib9" type="bt"></bibl> <bibtext>Krei, M.S., & Rosenbaum, J.E. (2001). Career and college advice to the forgotten half: What do counselors and vocational teachers advise? Teachers College Record, 103, 823-842.</bibtext> </blist> <blist> <bibl id="bib10" idref="ref27" type="bt"></bibl> <bibtext>Leon, D.J., & McNeill, D. (1986). Chicano college students: Personal influences on the decision to enroll. Journal of College Student Personnel, 27, 562-564.</bibtext> </blist> <blist> <bibl id="bib11" type="bt"></bibl> <bibtext>Mau, W-C., Hitchcock, R., & Calvert, C. (1998). High school students' career plans: The influence of others' expectations. Professional School Counseling, 2, 161-166.</bibtext> </blist> <blist> <bibl id="bib12" type="bt"></bibl> <bibtext>Page, S., & Alexitch, L.R. (2003). Learning- and grade-orientation, sex, and prediction of self-reported academic performance. Psychological Reports, 92, 320-324.</bibtext> </blist> <blist> <bibl id="bib13" type="bt"></bibl> <bibtext>Rosenbaum, J.E. (1998). College-for-all: Do students understand what college demands? Social Psychology of Education, 2, 55-80.</bibtext> </blist> <blist> <bibl id="bib14" type="bt"></bibl> <bibtext>Rosenbaum, J.E., Miller, S.R., & Krei, M.S. (1996). Gatekeeping in an era of more open gates: High school counselors' views of their influence on students' college plans. American Journal of Education, 104, 257-279.</bibtext> </blist> <blist> <bibl id="bib15" type="bt"></bibl> <bibtext>Shoffner, M.F., & Vacc, N.N. (1999). Careers in mathematical sciences: The role of school counselor. Washington, DC: Office of Educational Research and Improvement (ERIC Document Reproduction Service No. ED 435 950).</bibtext> </blist> </ref> <aug> <p>By Louise R. Alexitch, University of Saskatchewan; Glen P. Kobussen, University of Saskatchewan and Sarah Stookey, University of Saskatchewan</p> </aug> <nolink nlid="nl1" bibid="bib43" firstref="ref11"></nolink>
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  Data: <searchLink fieldCode="SO" term="%22Guidance+%26+Counselling%22"><i>Guidance & Counselling</i></searchLink>. Sum 2004 19(4):142-152.
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  Data: Guidance Centre - University of Toronto Press. 5201 Dufferin Street, Toronto, ON, Canada M3H 5T8. Tel: 800-565-9523; Tel: 416-667-7791; Fax: 800-221-9985; Fax: 416-667-7832; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpress.utoronto.ca/GCentre/07784guidco.html.
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  Data: Information provided to high school students by their guidance counsellors and teachers can affect how students view university or college, as well as their expectations and level of preparation for the academic demands of higher education. This article describes two studies conducted with high school students that examined the type of information provided to students by high school teachers and counsellors, the perceived importance and usefulness of the advice, and students' reasons for attending university or college. Results showed that the majority of students expressed an intention to pursue higher education primarily to fulfill career-oriented goals. Parents and friends were rated as more important influences on student decisions than either high school teachers or guidance counsellors. High school personnel encouraged students to further their education and provided them with information on application procedures. The role of high school guidance counsellors and teachers is discussed in light of the findings. (Contains 2 tables.)
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