Impact of the motivational dynamics on the choice of higher education among students ending secondary school

As the Indicators of education of the French Community of Belgium (2008) show it, it seems that most of the students ending secondary education carry on with higher education. However, can we really talk about democratization? Inequalities of access, especially at the university level, still subsist.
Our objective is to understand these inequalities of access and to see whether they can be explained by differences in motivation. Indeed, we know that school course and socioeconomic status have an impact on the choice of higher education, but are these influences mediated by motivation variables?
To carry out this research, a list of questions was submitted to 2 147 pupils of grade 12 of secondary schools organized or funded by the French Speaking Community of Belgium.
After a descriptive analysis of the sample, we try to highlight the possible inequalities. Therefore, we have used logistic regressions and a structural model has been tested using LISREL software. The model shall highlight the role of motivation variables on the choice of study of students at the end of their secondary education.