Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts

Different cross‐domain trajectories in the development of students’ ability self‐concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross‐sequential study spanning Grades 1 through 12 ( n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’...