Children from disadvantaged backgrounds experience more uncertainty about their educational performance, according to a new report by the University of Southampton.

The research, carried out in collaboration with UCL and funded by the Nuffield Foundation, investigates how socio-economic factors impact students' educational decisions when selecting GCSE subjects, pathways post-16, and possibly, higher education.

Investigators discovered that academically successful students from lower socio-economic backgrounds felt they had fewer chances of getting to university.

Lead author, Dr Nicola Pensiero of the Southampton Education School at the University of Southampton, said: "Our research shows that even if a young person is succeeding in their GCSE education, their social background still has a big influence on whether they think they have the ability to study A-levels and successfully apply to university.

"It seems that students from a lower SES look to the status of their parents, their school peers and others around them to form an opinion of the socio-economic status they think they can attain. They place emphasis not only on what they have already achieved personally in their years at school, but also on the grouping they perceive they fit into."

Dr Emily Tanner, programme head at the Nuffield Foundation, said: "The findings of this report underline the importance of career guidance in addressing inequalities in pathways and outcomes. Students from lower socio-economic backgrounds need plentiful opportunities to engage with employers, understand their options for further study and develop confidence and self-belief."

The study's data came from more than 5,000 English children born in 1989/90.

This information was linked to the National Pupil Database for pupils aged two to 21, and the Individualised Learner Record for adults 19 and over.

The type of school plays a significant role in shaping the choices youngsters make.

Pupils are more likely to study English Baccalaureate (EBacc) GCSE subjects such as maths, English, sciences, history and geography, and A levels post-16 if they attend a successful secondary school offering sixth form, where more children opt for EBacc subjects at GCSE and A levels.

The study is among the first to examine the influence of a student's peers on their educational choices.

Analysis shows that a one per cent rise in the proportion of peers studying A levels correlates with a three per cent increase in the likelihood of the student choosing A levels at sixth form.

Based on the report findings, the authors recommend that students from lower socio-economic backgrounds should have better access to accurate information and programmes that promote positive expectations.

The provision and quality of post-16 vocational and technical qualifications need to be improved to lessen the esteem gap between vocational and academic post-16 qualifications.