Motivational Profiles across Domains and Academic Choices within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Autor/inn/en	Lazarides, Rebecca; Dicke, Anna-Lena; Rubach, Charlott; Oppermann, Elisa; Eccles, Jacquelynne S.
Titel	Motivational Profiles across Domains and Academic Choices within Eccles et al.'s Situated Expectancy-Value Theoretical Framework
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1893-1909 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lazarides, Rebecca) ORCID (Rubach, Charlott) ORCID (Oppermann, Elisa) ORCID (Eccles, Jacquelynne S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001250
Schlagwörter	Profiles; Student Motivation; High School Students; Grade 10; Grade 11; Grade 12; Self Concept; Majors (Students); College Choice; Career Choice; Gender Differences; Longitudinal Studies; Mathematics Achievement; Science Achievement; Reading Achievement + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Selbstkonzept; Studienortwahl; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; Mage = 16.49, SD = 0.63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01