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Trajectories of change in students’ self-concepts of ability and values in math and college major choice

Published on May 19, 2015in Educational Research and Evaluation
· DOI :10.1080/13803611.2015.1057161
Lauren E. Musu-Gillette4
Estimated H-index: 4
(UMD: University of Maryland, College Park),
Allan Wigfield62
Estimated H-index: 62
(UMD: University of Maryland, College Park)
+ 1 AuthorsJacquelynne S. Eccles112
Estimated H-index: 112
(UCI: University of California, Irvine)
Sources
Abstract
This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived importance of math. We also assessed how these trajectories relate to choice of college major, focusing on math-intensive and non-intensive majors. Gender, parental income, and initial achievement were included as covariates in the analyses. A 3-class solution best represented underlying trajectories of change for each of the 3 constructs. A latent class relatively high in math self-concept, interest, and importance emerged for each construct respectively, and individuals in these high classes were most likely to choose a math-intensive college major. Interpretations and implications of the trajectories of change and their influence on college major classification are...
  • References (52)
  • Citations (48)
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References52
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#2Jacquelynne S. Eccles (UCI: University of California, Irvine)H-Index: 112
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In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work. We first discuss the development of ...
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Abstract Across 20 years, pathways from math intrinsic motivation and achievement (ages 9–17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments and educational attainment, a latent curve model was fit to data from the Fullerton Longitudinal Study. Levels of motivation and achievement at...
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In modern expectancy--value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy × Value in regression-type models typically plays no major role in educational psychology. The present study used latent moderated structural equation modeling to explore whether there is empirical support for a multiplicative effect in a sample of 2,508 student...
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Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1--12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected o...
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We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task reactions) and maintained situational interest (i.e., inclination to engage in the task in the future). In 2 randomized experiments, 1 conducted in the laborato...
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Abstract The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ; Tellegen, 2000 , Tellegen and Waller, 2008 ) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland’s hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005 ), and Holland’s interest domains, as measured b...
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This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N=3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteristics (classroom values for mathematics, mathemati...
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The first purpose was to determine if overall gender differences in basic confidence as measured by the Expanded Skills Confidence Inventory (ESCI) and basic interests as measured by the 2005 Strong Interest Inventory (SII) would be present within eight college major families. As expected, anticipated overall gender differences in confidence and interests concerning realistic and conventional activities were visible within the major families as well. The second purpose was to determine whether b...
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We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals...
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The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic val...
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