Impact of causal attribution (locus of control), academic performance and socioeconomic level on the educational expectations of applicants for higher education admission

Abstract

Educational decision making is a complex process that involves the interaction of psychological, socioeconomic and cultural factors. Previous research has studied, individually, the relationship between some factor such as personal characteristics, academic performance or socioeconomic level, with the educational expectations of students. The present study analyzed the educational expectations of higher-level applicants who took the EXANI-II in 2023, jointly exploring how causal attribution (locus of control), socioeconomic level, and academic performance influence said expectations. Through a logistic regression analysis, it was found that applicants who attributed their success to internal factors, such as personal effort, tended to have higher expectations of pursuing postgraduate studies. Applicants from higher socioeconomic levels also showed higher expectations compared to those from lower levels. Furthermore, better prior academic performance was positively related to higher educational expectations. These findings suggest the need to develop educational strategies that promote the academic and professional success of all students. The importance of addressing socioeconomic inequalities in education and fostering an internal control mindset is highlighted as part of a comprehensive approach to improving educational decision-making and equal access to educational opportunities.