Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study

Autor/inn/en	Guo, Jiesi; Marsh, Herbert W.; Morin, Alexandre J. S.; Parker, Philip D.; Kaur, Gurvinder
Titel	Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study
Quelle	In: American Educational Research Journal, 52 (2015) 2, S.371-402 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214565786
Schlagwörter	Longitudinal Studies; Academic Achievement; Educational Attainment; Academic Aspiration; Self Concept; Prediction; Student Motivation; Intelligence Quotient; Occupational Aspiration; Correlation; High School Students; Academic Ability; Student Attitudes; Futures (of Society); Path Analysis; Structural Equation Models; Grades (Scholastic); Measures (Individuals); Intelligence Tests; Goodness of Fit; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Bildungsabschluss; Bildungsgut; Selbstkonzept; Vorhersage; Schulische Motivation; Intelligenzquotient; Berufsneigung; Berufsziel; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Future; Society; Zukunft; Pfadanalyse; Notenspiegel; Messdaten; Intelligence test; Intelligenztest
Abstract	(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally representative sample of U.S. boys N = 2,213). The results suggest that (a) self-concept and intrinsic value have reciprocal effects with academic achievement and predict educational attainment, (b) self-concept is consistently found to predict occupational aspirations, (c) the associations between achievement and aspirations are partially mediated by motivational beliefs, and (d) academic self-concept in high school had stronger long-term indirect effects on future occupational aspirations and educational attainment than task values and IQ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01