Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective

Autor/inn/en	Guo, Jiesi; Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S.
Titel	Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective
Quelle	In: Developmental Psychology, 51 (2015) 8, S.1163-1176 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039440
Schlagwörter	Foreign Countries; STEM Education; Expectation; Academic Achievement; Student Motivation; Course Selection (Students); College Preparation; High School Students; Predictor Variables; Prior Learning; Reading Achievement; Gender Differences; Self Concept; Longitudinal Studies; Postsecondary Education; Self Concept Measures; Likert Scales; Hypothesis Testing; Standardized Tests; College Entrance Examinations; Scores; Factor Analysis; Correlation; Outcomes of Education; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; STEM; Expectancy; Erwartung; Schulleistung; Schulische Motivation; Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Vorkenntnisse; Leseleistung; Geschlechterkonflikt; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Likert-Skala; Hypothesenprüfung; Hypothesentest; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Faktorenanalyse; Korrelation; Lernleistung; Schulerfolg; Australien
Abstract	Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01