Achievement, Agency, Gender, and Socioeconomic Background as Predictors of Postschool Choices: A Multicontext Study

Autor/inn/en	Parker, Philip D.; Schoon, Ingrid; Tsai, Yi-Miau; Nagy, Gabriel; Trautwein, Ulrich; Eccles, Jacquelynne S.
Titel	Achievement, Agency, Gender, and Socioeconomic Background as Predictors of Postschool Choices: A Multicontext Study
Quelle	In: Developmental Psychology, 48 (2012) 6, S.1629-1642 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0029167
Schlagwörter	Academic Achievement; Foreign Countries; Socioeconomic Status; Socioeconomic Background; Predictor Variables; Majors (Students); Gender Differences; Self Concept; Academic Ability; Longitudinal Studies; Databases; Generalization; Models; College Attendance; Mathematics Achievement; English (Second Language); Reading Achievement; Measures (Individuals); Germany; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Socio-economic status; Sozioökonomischer Status; Sozioökonomische Lage; Prädiktor; Geschlechterkonflikt; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Datenbank; Analogiemodell; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Leseleistung; Messdaten; Deutschland
Abstract	In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural contexts. For both countries, the results suggested that (a) socioeconomic status was a key predictor of university entry, whereas gender was a key predictor of major selection; (b) achievement and self-concept in both math and English were positive predictors of university entry; and (c) math achievement and self-concept predicted math-intensive major choice and lower likelihood of entering verbal-intensive majors (and vice versa). Implications for theory and practice are discussed. (Contains 7 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10