Effects of Socioeconomic Status on the Educational Aspirations and Expectations of the Lebanese Armenian High School Students

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dc.contributor.authorHarboyan, Lory
dc.date.accessioned2024-06-20T06:31:07Z
dc.date.available2024-06-20T06:31:07Z
dc.date.issued2001
dc.description.abstractThe current study examined the effects of socioeconomic status on high school students' educational aspirations and expectations. Two other variables, academic achievement and significant others' influence, were studied as influential factors in students' post-high school destinations. The arguments were based on Hyman's class-differentiated value system, and Sewell's social-psychological model for educational attainment. The target sample was the Lebanese Armenian youth attending Armenian schools in Lebanon. The instrument used to collect the data was a 30-item questionnaire that was answered by 211 Lebanese Armenian eleventh grade students. Results of the stepwise regression analyses showed that socioeconomic status had some significant predictive power over students' educational aspirations and expectations. Reported academic achievement—mainly the official Brevet examination scores—and significant others' influence were also related to the subjects' post-high school plans.
dc.identifier.citationHarboyan, L. (2001). Effects of Socioeconomic Status on the Educational Aspirations and Expectations of the Lebanese Armenian High School Students (SBS thesis, Haigazian)
dc.identifier.doihttps://doi.org/10.62811/th.0007
dc.identifier.urihttps://haigrepository.haigazian.edu.lb/handle/123456789/149
dc.titleEffects of Socioeconomic Status on the Educational Aspirations and Expectations of the Lebanese Armenian High School Students
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