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It also studies how those aspirations, combined with grades and other factors, affect postsecondary outcomes including university enrollment and graduation. Results indicate parental expectations and peer influences operate through both grades and aspirations, producing direct and indirect effects. 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Christofides  \nUniversities of Cyprus and Guelph  \nMichael Hoy  \nUniversity of Guelph  \nJoniada Milla, Corresponding author University of Guelph and CORE  \nThanasis Stengos University of Guelph  \nAbstract  \nIn this paper, we exploit a rich longitudinal data set to explore the forces that, during high school, shape the development of aspirations to attend university and achieve academic success. We then investigate how these aspirations, along with grades and other variables, impact educational outcomes such as going to university and graduating. It turns out that parental expectations and peer factors have direct and indirect effects on educational outcomes through their impact on both grades and aspirations. Policy measures that enlighten parents about the value of education may positively modify educational outcomes.  \nRésumé  \nCet article profite d’une riche base de données longitudinales qui permet d’explorer les influences qui, au cours des études secondaires, poussent les étudiants à aspirer à une formation universitaire et à atteindre ainsi une formede réussite académique. Nous étudions ensuite comment ces aspirations, les notes obtenues, ainsi que d’autres variables, exercent une influence sur l’éducation, comme les études universitaires et l’obtention d’un diplôme.  \nCJHE / RCES Volume 45, No. 1, 2015  \nGrades, Aspirations, Post-secondary Education Outcomes  \nL. N. Christofides, M. Hoy, J. Milla, & T. Stengos  \n49  \nIl appert que les attentes parentales et l’influence des pairs produisent des effets directs et indirects sur les résultats scolaires de par leurs répercussionstant sur les notes obtenues que sur les aspirations des étudiants. Les mesures politiques qui éclairent les parents quant à lavaleur de l’éducation pourraientaméliorer les résultats universitaires.  \nIntroduction  \nThe importance of education in general, and postsecondary education (PSE) in particular, for personal growth and fulfillment are well recognized. Moreover, the positive societal externalities that stem from schooling (Lochner & Moretti, 2004; Milligan, Moretti,& Oreopoulos, 2004) and the significance of this fabric of knowledge for the process of economic growth are now well accepted (see Hanushek & Woessman, 2008, pp. 627–632 for a succinct overview on the theoretical and empirical literature) . Apart from the many theoretical explorations, a large empirical literature on the determinants of university attendance has emerged. This empirical research focuses on a number of important issues. Studies of the determinants of university attendance link the PSE decisions of children to their cognitive and non-cognitive abilities, their other characteristics, and the characteristics of their family (Day, 2009; Frenette, 2009) . Other studies have examined such factors as important gender dimensions (Christofides, Hoy, Li, & Stengos, 2008; Frenette & Zeman, 2007; Jacob, 2002) and the significant role of parental education and income (see Finnie & Mueller, 2008; Johnson & Rahman, 2005; Knighton & Mirza, 2002; Zhao, Corak, & Lipps, 2003, among many others) . Apart from the effects of individuals’ own characteristics and their parents’ characteristics, the empirical literature also provides evidence that friends from school and the neighbourhood influence the behaviour and decision making of individuals, including the decision to drop out of high school (see Foley, Gallipoli, & Green, 2009), the decision to pursue PSE education, as well as decision making in many other social contexts (workplace environment, smoking, drinking alcohol, taking illegal drugs, committing crimes, and engaging in safe or unsafe sexual practices) .  \nOur paper contributes to the empirical literature that attempts to understand the channels through which various factors influ","cbCairsGgdhtqvlR","https://ap.wps.com/l/cbCairsGgdhtqvlR","pdf",629185,35,"English","# Abstract\n## Introduction","[{\"question\":\"What does the paper investigate about high school experiences?\",\"answer\":\"It explores how forces during high school shape students’ aspirations to attend university and achieve academic success.\"},{\"question\":\"How do aspirations and grades relate to postsecondary outcomes?\",\"answer\":\"The study examines how aspirations, along with grades and other variables, influence outcomes such as going to university and graduating.\"},{\"question\":\"What roles do parental expectations and peer factors play?\",\"answer\":\"Parental expectations and peer factors affect educational outcomes both directly and indirectly by influencing grades and aspirations.\"}]","Grades, Aspirations, and Postsecondary Education Outcomes - Volume 45 - Abstract | PDF",1792083363,88]