Educational and Career Interests in Math: A Longitudinal Examination of the Links between Classroom Environment, Motivational Beliefs, and Interests

Autor/in	Wang, Ming-Te
Titel	Educational and Career Interests in Math: A Longitudinal Examination of the Links between Classroom Environment, Motivational Beliefs, and Interests
Quelle	In: Developmental Psychology, 48 (2012) 6, S.1643-1657 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027247
Schlagwörter	Career Choice; Longitudinal Studies; Correlation; Classroom Environment; Student Motivation; Student Attitudes; Student Interests; Occupational Aspiration; Mathematics Education; Enrollment; Educational Experience; Prediction; High School Students; Mathematics Skills; Gender Differences + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Klassenklima; Unterrichtsklima; Schulische Motivation; Schülerverhalten; Studieninteresse; Berufsneigung; Berufsziel; Mathematische Bildung; Einschulung; Bildungserfahrung; Vorhersage; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt
Abstract	Drawing on the expectancy-value model, stage-environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom experiences in 7th grade, expectancies-values in 6th, 7th, and 10th grades, and career aspirations in 12th grade. Student grades for math courses were collected from school records at 6th, 7th, and 10th grades, and their math course enrollment was collected from 9th through 12th grades. Results indicated that students' math classroom experiences predicted their expectancies and values, which, in turn, predicted the number of high school math courses taken and career aspirations in math. Gender and math ability differences are also discussed. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10