The influence of two decision aids on high school students' satisfaction with their college choice

1997 ◽  
Author(s):  
Carla M. Kmett ◽  
Hal R. Arkes ◽  
Steven K. Jones
Keyword(s):  
High School ◽  
High School Students ◽  
College Choice ◽  
Decision Aids ◽  
School Students ◽  
Students Satisfaction

scholarly journals FACTORS INFLUENCING THE UNIVERCITY CHOICE DECISIONS OF HIGH SCHOOL STUDENTS

2009 ◽  
Vol 12 (15) ◽  
pp. 87-102
Author(s):  
Qui Van Tran ◽  
Thi Hao Cao
Keyword(s):  
High School ◽  
High School Students ◽  
College Choice ◽  
Multiple Linear Regression Model ◽  
School Students ◽  
University Choice ◽  
School Year ◽  
Factors Influencing ◽  
Five Factors ◽  
The University

In reality, there are many high school students who do not determine exactly the career and the university which they want to attend. As the result of an investigate of Nguoi Lao Dong newspaper, over 60 percents of students admit that they had not have good vocational guidance when they registered to the university [1]. Therefore, a conceptual model of factors influencing students' college choice was developed to indentify the key factors and to evaluate the level of influence of these factors on high school students' university choice decisions. The result of 227 valid questionares from grade 12 students, school year 2008-2009 at 5 high schools at Quang Ngai province indicated 5 main factors influencing to the students' college choice including factors on future occupation opportunity; factors on information available; factors on student characteristics; factors on fixed college characteristisc and factors significant persons. The result of multiple linear regression model confirmed the relationship between these five factors above and the high school students' university choice decisions with the theories are supported at the statistically significant level of 0.05. And from this result, proposing motions to help families, schools and education organizations have practical approaches in order to well orient create good conditions for high school students to have the best university choices.

scholarly journals Jamaican high school students satisfaction during the COVID-19 lockdown

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paul Golding ◽  
Camille Althea Jackson
Keyword(s):  
High School ◽  
High School Students ◽  
Student Satisfaction ◽  
Positive Emotions ◽  
Online Courses ◽  
Teaching Staff ◽  
Online Classes ◽  
School Students ◽  
Content Type ◽  
Students Satisfaction

Purpose Amid the worldwide lockdown and emergency transition to online classes caused by the COVID-19 pandemic, this paper aims to examine high school students’ satisfaction in this unique learning environment. Design/methodology/approach An exploratory factor analysis (EFA) was first used to extract a set of important factors from a number of variables. A logistic regression was subsequently used to access student satisfaction levels during the COVID-19 lockdown. In addition, a small qualitative study was conducted to gain additional insight into student satisfaction ratings. Findings A study sample of 486 usable responses revealed that students were most satisfied with the responsiveness of teaching staff, which included the provision of assignments and feedback on performance. The study also revealed that students experienced a range of emotions; those who experienced positive emotions (joy, pride, hope) were more satisfied than those who experienced negative emotions (frustration, anxiety, boredom). Research limitations/implications Policymakers and educators in high schools could benefit from these findings when formulating policy recommendations to support the manning of operations during crisis situations and justify the introduction of future offerings of blended or online courses. Originality/value The study was conducted in a real and unprecedented crisis which created a unique environment to examine factors influencing Jamaican high school students’ satisfaction levels during the lockdown.

The role of college admissions representatives in the college application process by students' income and academic achievement

2017 ◽  
Author(s):  
◽  
Enyu Zhou
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
College Choice ◽  
Low Income ◽  
College Admissions ◽  
School Students ◽  
College Application ◽  
High Achieving Students ◽  
High Achieving

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] College access is one of the most studied areas in higher education, and yet college enrollment rates remain problematically stratified by socioeconomic status (SES) (Baum, Ma, and Payea, 2013). Low-income high-achieving students apply to different sets of colleges compared to high-income high-achieving students. Most low-income highachievers do not apply to selective universities. The lack of information regarding the college application process, college cost and financial aid was a reason why low-income high-achieving students fail to apply to selective colleges (Hoxby and Avery, 2013; Hoxby and Turner, 2013). This study examined the relation between contact with college admissions representatives as a source of information and college choices by high school students. In particular, it focused on how these relations vary across the spectrum of SES and academic achievement groups. The sample for this study drawn from the Education Longitudinal Study of 2002 (ELS: 2002) from the National Center for Education Statistics (NCES). This study used the Hossler and Gallagher (1987) three-stage college choice model, Perna's (2006a) multi-layer college choice model, and Tierney and Venegas' (2009) cultural ecological theory for its theoretical framework. This theoretical framework provided guidance to understand the relation between college information and college application behavior of high school students. Logistic regression, fixed effects, and propensity score weighting (PSW) models were used to examine the relation between contact with college admissions representatives and college application. These models by SES and academic achievement were also used to identify differential effects of contact with college representatives across SES and academic achievement. Overall interpretation of the results suggested that there was a positive relationship between contact with college admissions representatives and college application. Aligning with the literature, this study also found that students' demographic characteristics, academic preparedness and other information sources were strongly associated with the probability of college application. However, the influence of college representatives did not vary across SES and academic achievement significantly. Results of this study provided valuable insights on the role of college admissions representatives on college application, which can lead to better insights on improving college choice strategies for high school students. The study concluded with discussions and implications for theory, practice, and future research.

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