Measure Structure

‘Young people’s attitudes towards HE’. The title was considered wordy, and respondents suggested changing to either ‘Your attitude towards HE’, ‘How do young people feel about HE? ‘Attitudes towards HE’. ‘Your thoughts about HE?’

Instructions and background information. Tick boxes were included for background information to simplify completion for respondents. Instructions were

123 considered clear, but could be shortened, so respondents ‘don’t lose interest’ as ‘loads of people do not read instructions’.

Demographics. As discussed an individual’s socio-economic status is of importance when exploring educationa progression. Therefore the young people were asked to tick which social group they thought they belonged to. This item however proved to be difficult to answer, the respondents were unsure of their social background, the item was therefore omitted. To replace,seeking guidance from previous research, an item on entitlement to free schools meals was included as an indicator of social class, with the ‘unsure’ option changed to ‘I do not know’, due to the importance of socio-economic factors.

Comments box and thank you. At the end of the measure an additional comments box was suggested for respondents to explain their answers.

Measure length. The respondents considered the length too long and that this could potentially negatively influence completion. Shorter scales are more appropriate for the target audience to motivate the learners to complete the scale. Thus to reduce the burden the length of the scale was reduced.

A number of items were omitted from the item pool due to either be considered not relevant to the objective of the measure or ambiguous or difficult to answer and/ or repetitive.

124 Table 8:1 Explanation of Items Omitted

Omitted Item Reason

I have the confidence to pursue my dreams of going to HE

The wording of this item was considered ambiguous and the point of the item is similar to other items.

I find it hard to motivate myself to learn Similar to other items.

I want to go to HE as I like learning

Difficult to answer for intended respondents as some had little knowledge of HE to respond. I want to go to HE to continue my interest

in a subject

Difficult to answer as for some it was not known what they were interested in and what you could study at university

My parents/carers inspire me to achieve Ambiguous, what is meant by inspire.

My parents/carers look out for

opportunities to support my education Considered ambiguous

My parents/carers are interested in my

education Deleted as similar to an item.

My parents/carers have a negative attitude towards HE

Difficult to answer as the young people did not know their parents opinions of HE

Sibling competition motivates me to achieve

What if a person does not have a sibling, also the item was considered ambiguous due to how to define competition and identifying how this motivates to achieve. Further research on the role of siblings isrequired.

My friends influence the decisions I make

about whether to go to HE Wordiness

Teachers influence my decisions to

continue to HE Similar to other items

I am encouraged by my parents/carers to

work hard at school Similar to other items

I want to do well at school

Item deleted as considered to have been covered by other items.

125 8.5.2.2.3 Amended Items

A number of items were rewritten to ensure clarity, see Table 8:2..

Table 8:2: Scale Items Amended as a Result of a Consultation with Target Audience

Amended Item Reason

I am determined to go to HE Item was replaced with ‘I see university as

part of my future’. I have confidence in my ability to achieve

the grades to go to HE

Item was changed to ‘I think I will achieve the grades needed to go to university'.

One or both my parents have attended HE

Response to this item did not match the response rating scale selected so re-located to background information.

My parents/carers tell me to work hard at school

Item was changed to ‘My parents/carers encourage me to get good grades'. An older sibling is at/going to HE and

Other family members have or are going to HE.

Items were re-located to background

information about familial experience of HE.

Most of my friends are thinking about going to HE

Item was changed to ‘My friends are thinking about going to university’ and an additional item of ‘My friends encourage me to aim for university’ was included'.

‘I find school boring’. Item changed to ‘Overall, I find school boring’.

I will not be able to afford to go to HE’ Item changed to ‘The cost of university will

stop me from going’. ‘I would like to get a full-time job after

compulsory education

Item was changed to ‘Once I have finished school, I would rather get a full time job than go to university’.

My parents/carers look out for

opportunities to support my education

Item was rephrased to ‘I often discuss schoolwork with my parents/carers’. I want to go to university, as it will

improve my chances of getting my dream/ a good job.

Item was considered ambiguous, so changed to ‘I want to go to university, as it will improve my chances of getting a good job’.

My teachers encourage me to get good grades and go to HE.

Double-barrelled item, changed to: ‘My teachers encourage me to achieve good grades’ and ‘My teachers encourage me to aim for university’.

My school promotes progression to HE

Item was divided into ‘My school promotes progression to university’ and ‘The career advice at my school focuses on university.’

126 Following consultations with the target audience the measure comprised of 18 items. Items were omitted if considered ambiguous, confusing or repetitive, as this may have resulted in non-responses. The amended version was then assessed with experts in the field of widening participation to ensure the items covered the area of intention to progress to HE.