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Future Aspirations – Peer Leader Survey
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About Future Aspirations – Peer Leader Survey
Scale Name
Future Aspirations – Peer Leader Survey
Author Details
Center for Urban Affairs and Policy Research (1995), adapted by the Houston Community Demonstration Project (1993)
Translation Availability
English
Background/Description
The Future Aspirations scale, part of the Peer Leader Survey, was developed by the Center for Urban Affairs and Policy Research in 1995 and adapted by the Houston Community Demonstration Project in 1993. This self-report questionnaire measures future and career orientation and aspirations among middle school students in grades 6-8 (ages 11-14). The scale was designed to assess adolescents’ goals and ambitions in educational, career, and social domains, particularly in urban settings, as part of violence prevention and youth development research. It aligns with theories of adolescent development and motivation, emphasizing the role of aspirations as protective factors against risk behaviors like delinquency or substance use.
The scale comprises six items that ask respondents to rate the importance of achieving specific future goals, such as attending college, securing a well-paying job, or contributing to the community (e.g., “How important is it to you to go to college?”). Items are rated on a 4-point Likert scale (1 = “not at all important” to 4 = “very important”), with scores summed and averaged to yield a mean score (range: 1-4). Higher mean scores indicate stronger and more diverse aspirations. Blank items are excluded from the calculation. Validated in urban middle school samples, the scale is particularly suited for grades 6-8 but may also be used with older elementary students, though it is not recommended for high school students due to its simplicity.
Psychologists, educators, and community researchers use the Future Aspirations scale to identify motivational strengths, evaluate youth development programs, and study the impact of aspirations on academic and behavioral outcomes. Its brevity and focus on urban youth make it practical for school-based assessments, though its moderate internal consistency, English-only availability, and specific age focus limit its reliability and broader application.
Administration, Scoring and Interpretation
- Obtain a copy of the Future Aspirations scale from authorized sources, such as the Center for Urban Affairs and Policy Research (1995) or Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (page 107), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses their goals for the future to support personal growth, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students to rate the importance of each of the six goals on the 4-point scale, reflecting their current aspirations.
- Approximate time for completion is 3-5 minutes, depending on reading ability.
- Administer in a classroom or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Future Aspirations scale has moderate psychometric properties, as reported in Dahlberg et al. (2005). Internal consistency is acceptable for a brief scale, with a Cronbach’s alpha of 0.60, indicating modest item cohesion, though variability may reflect diverse goal perceptions among young respondents. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar aspiration measures (e.g., r ≈ 0.50-0.70 over weeks).
Convergent validity is supported by correlations with related constructs, such as academic motivation and self-efficacy (r ≈ 0.30-0.50), and its association with reduced engagement in risk behaviors, consistent with youth development research. Discriminant validity is inferred from weaker correlations with unrelated constructs, such as unrelated social attitudes (r < 0.30). Criterion validity is demonstrated by its ability to predict positive outcomes, such as higher academic engagement, in urban middle schoolers, as noted in Houston Community Demonstration Project evaluations. Factor analyses are not detailed, but the scale’s focus on educational, career, and social aspirations supports construct validity. The moderate reliability suggests cautious use, ideally alongside other measures for robust assessments.
Available Versions
06-Items
Reference
Northwestern University (Evanston, Ill.). Center for Urban Affairs and Policy Research. Center for Urban Affairs and Policy Research. Center for Urban Affairs and Policy Research, Northwestern University.
Center for Urban Affairs and Policy Research. (1995). Adolescent Attitude Survey. Houston, TX: Middle School Project, Comer School Development Program.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Future Aspirations scale measure?
It measures future and career orientation and aspirations in middle school students.
Who can use the scale?
Psychologists, educators, and researchers studying youth motivation in urban settings.
How long does the scale take to complete?
It takes about 3-5 minutes.
Is the scale specific to middle schoolers?
Yes, it targets grades 6-8, though usable with older elementary students.
Can the scale inform youth programs?
Yes, it identifies aspirations for targeted interventions, but moderate reliability requires caution.
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