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Autor/inn/en | Lazarides, Rebecca; Dicke, Anna-Lena; Rubach, Charlott; Eccles, Jacquelynne S. |
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Titel | Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. |
Quelle | In: Journal of educational psychology, 112 (2020) 1, S. 70-92Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663; 1939-2176 |
DOI | 10.1037/edu0000368 |
Schlagwörter | Selbstkonzept; Jugend; Schulklasse; Schulumwelt; Lehrer; Leistungsmotivation; Mathematik; Wahlverhalten; Wettbewerb; Berufswahl; Berufsziel; Entwicklung; Leistung; Merkmal; Spezialisierung; Jugendlicher |
Abstract | Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2021/3 |