为什么符合条件的低收入学生不愿申请资助?印度尼西亚中爪哇的实证研究

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tri Mulyaningsih, Riyana Miranti, Sarah Dong, Retno Tanding Suryandari
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引用次数: 0

摘要

尽管政府为在大学就读的低收入学生提供了慷慨的经济援助,但符合条件的学生仍不愿申请此类援助。本研究旨在评估印尼中爪哇省两个地区的低收入学生对高等教育的期望、知识、态度和行动、经济资助、家长、学校和学生特征以及申请奖学金意向的影响。调查邀请了家境贫困的学生参与,并采用逻辑回归法评估学生申请资助意向的决定因素。这项研究显示,70% 以上的低收入学生期望值较低,主要原因是学习成绩不理想。此外,期望值在提高学生申请资助意向方面发挥了重要作用,其提高幅度为 3.026。此外,知识水平、对高等教育的积极态度以及资助和行动在影响学生申请资助的意向方面具有统计学意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Why are low-income eligible students reluctant to apply for financial aid? An empirical study from Central Java, Indonesia

Why are low-income eligible students reluctant to apply for financial aid? An empirical study from Central Java, Indonesia

Despite generous financial aid provided by the government for low-income students studying at universities, eligible students are still reluctant to apply for such aid. This study aimed to assess the effects of students’ expectations; knowledge, attitudes, and actions toward higher education; financial aid; parental, school, and student characteristics; and intentions to apply for scholarships among low-income students in two districts of Central Java, Indonesia. Students from disadvantaged backgrounds were invited to participate in the survey, and logistic regression was employed to assess the determinants of students’ intentions to apply for financial aid. This study revealed that more than 70% of low-income students have low expectations, which is mainly attributed to a lack of academic performance. Moreover, expectations play a significant role in increasing students’ intention to apply for financial aid by 3.026. In addition, the level of knowledge, positive attitude toward higher education, and financial aid and action were demonstrated to be statistically significant in affecting students’ intention to apply for aid.

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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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