Exploring the Predictors of Educational Experience and Academic Performance among University Students in Regina.

Introduction Pursuing studies at an institution of higher learning is a major undertaking by many young Canadians. Indeed, the possession of a university degree has often been conceived as one of the crucial determinants of later-life economic success and status attainment (Anisef, Ashbury, & Turrittin, 1992; Hunter & Leiper, 1993). According to Statistics Canada (2001a), Canadian universities enrolled a total of 719,900 full-time and part-time undergraduate students in 1999-2000, of w h o m 487,400 were aged between 18 and 24. Drawing on nationwide surveys of young people in Canada, Bibby (2001) notes that more than one in six teenagers today expect to graduate from university and another one in 10 anticipate at least attending university. Students' decisions to enter uni versity, as pointed out by Stoecker (1991), may be influenced by factors that are intrinsic (i.e., students' aspirations and background characteristics of race, sex, ability, and socioeconomic status) and extrinsic (i.e., institutional characteristics, financial aid, and career field characteristics).

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