Research Project: Scientific Analysis of the Factors Behind Successful Educational Pathways for Young People

Knowing a young person’s socioeconomic background and gender makes it highly likely to predict which educational pathways they will follow. The ASPIRE research project, led by FH‑Prof. PD Mag. Dr. Dagmar Strohmeier from the Department of Social Work at FH Upper Austria in Linz, was not satisfied with this fact alone. For nearly four years, the project has been closely examining the factors that contribute to successful educational trajectories among young people.

“In our ongoing longitudinal study, which includes young people, parents, and teachers, we have taken a detailed look at gender, socioeconomic status, and migration experiences,” Strohmeier explains. The ASPIRE project—funded by the Anniversary Fund of the Austrian National Bank—has already produced several practice‑relevant findings in its completed sub‑studies.

Mag. Dr. Petra Gradinger, research associate at FH Upper Austria, adds:
“If we want to counteract the gender gap in information and communication technologies, our results suggest that we need to both trust girls more in this field and strengthen their sense of self‑efficacy regarding digital media in school. It is also important to discuss opportunities and safe internet use within the classroom.”

Migration and Educational Pathways
The role of migration experiences in shaping young people’s educational aspirations has been analyzed in several publications.
“We found that young people with migration experiences show higher learning motivation, yet their academic performance is rated significantly lower by teachers compared to peers without migration experiences. Academic performance has a direct influence on the type of educational pathway young people pursue. Lower grades present a major barrier to their desire to attend a higher‑level school,” Strohmeier notes.

A detailed analysis of the Immigrant Achievement Gap revealed that factors such as school anxiety, low self‑efficacy, and pressure from parents and schools partly explain the lower grades of young people with migration experiences.
FH‑Prof. PD Mag. Dr. Petra Wagner, co‑author of the study, emphasizes:
“These findings are important for practice, because targeted improvements to the classroom climate can reduce both school‑related anxiety and the performance pressure perceived as stressful.”

The research team is currently identifying subgroups of young people whose perceived suitable educational pathways differ between parents and teachers.
“A person‑centered analytical approach allows us to make the diversity among young people visible and describe their educational pathways in detail,” explains Stephan Marsch, MSc PhD, research associate at FH Upper Austria.

Initial results on these subgroups will be presented at the public symposium “Educational Pathways of Young People” on November 6, 2025, at FH Upper Austria.

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