Factors predicting participation in higher education in Malaysia

Abstract

Although Malaysia is moving towards a universal system of higher education, the issue of participation and access is complex. Related research has tended to focus mainly on socio-demographic aspects and less on the personal and social variables preventing people from participating. The study presented here was an attempt to learn more about the young people not participating in higher education in Malaysia, and the personal and social factors that predict their lack of participation. The researchers compared a group of young people who were not in higher education with a group of young people who were. A survey was administered to both groups, focusing on twelve personal and social variables: (1) happiness; (2) life satisfaction; (3) stress; (4) social support; (5) self-esteem; (6) self-efficacy; (7) motivation; (8) aspiration; (9) attitude towards education; (10) knowledge of higher education; (11) experience in school; and (12) perceived barriers. Young people not participating in higher education reported significantly lower levels for all variables except stress. Further analysis of perceived barriers revealed that factors viewed as hindering young people from participating in higher education are wide-ranging, and include previous experience, knowledge of higher education, personal interest, lack of support and other personal issues. Using logistic regression analysis, the researchers found significant predictors of participation in higher education to be stress, social support, self-efficacy, attitude towards education, knowledge of higher education and perceived barriers. The authors discuss their findings in relation to previous research, and offer recommendations with regard to future policy and practical approaches to increase young people's participation in higher education.

Influencia conjunta de la autoestima y la motivación escolar en la elección de un programa universitario

“…Esto nos permite validar nuestra hipótesis de investigación para los alumnos de la muestra empleada en este estudio. Además, el resultado es coherente con los planteamientos de Centurión (2014) y Hashim et al (2022) acerca de la influencia de la autoestima y motivación en el acceso a la educación superior.…”

“…Con respecto a lo anterior, cabe resaltar que los estudiantes motivados al logro son más eficaces que otros; cumplen con un cierto nivel de excelencia; y trabajan duro para alcanzarlo (Awan et al, 2011). Por otro lado, Hashim et al (2022) concluyen que estudiantes que presentan mayores dificultades para acceder al sistema de educación superior tienen también bajos niveles de autoestima y motivación.…”