Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

Autor/inn/en	Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.
Titel	Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice
Quelle	In: Educational Research and Evaluation, 21 (2015) 4, S.343-370 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1057161
Schlagwörter	Self Concept; College Students; Academic Ability; Mathematics Skills; Majors (Students); Correlation; Student Motivation; Expectation; Value Judgment; Mathematics Achievement; Elementary School Students; Grade 4; Student Interests; Gender Differences; Family Income; Multivariate Analysis; Longitudinal Studies; Grade 5; Grade 6; Grade 10; Grade 11; Grade 12; Rating Scales; Michigan + Suchen Sie Ihr Suchwort? Selbstkonzept; Collegestudent; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Schulische Motivation; Expectancy; Erwartung; Werturteil; Mathmatics sikills; Mathematical ability; School year 04; 4. Schuljahr; Schuljahr 04; Studieninteresse; Geschlechterkonflikt; Familieneinkommen; Multivariate Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Rating-Skala
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 discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01