This paper reports data from the first phase of a longitudinal study of the processes by which selected structural, social-psychological, and group variables influence the capacities and achievements in both educational and occupational spheres of a cohort of young people. A causal recursive path analytic model which hypothesizes both direct and indirect effects of social origins, schooling, the perceived influence of significant others, and self-assessment on aspirations for tertiary education is developed. The model is found to have more explanatory power for men than for women. For both groups the perceived influence of parents, teachers, and peers bears the major impact on aspiration formation. Social origins are more important in aspiration formation for women than for men although for both groups mediating and direct effects are observed. Schooling also has mediating effects for both groups and direct effects among men. It is concluded that, while the analysis provided strong support for crucial elements of the social-psychological theory of aspiration formation, there are linkages for status transmission not identified in the model.
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