A Latent Growth Curve Modeling Approach Using an Accelerated Longitudinal Design: The Ontogeny of Boys' and Girls' Talent Perceptions and Intrinsic Values through Adolescence

Autor/in	Watt, Helen M. G.
Titel	A Latent Growth Curve Modeling Approach Using an Accelerated Longitudinal Design: The Ontogeny of Boys' and Girls' Talent Perceptions and Intrinsic Values through Adolescence
Quelle	In: Educational Research and Evaluation, 14 (2008) 4, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Sex Stereotypes; Gender Differences; Foreign Countries; Adolescents; Modeling (Psychology); Secondary Education; Adolescent Attitudes; Mathematics Achievement; English Instruction; Talent; Ability Identification; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Modeling; Modelling; Modellierung; Sekundarbereich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English langauage lessons; Englischunterricht; Begabung; Hochbegabung; Australien
Abstract	This article presents latent growth modeling, a particular application of multilevel modeling, to examine the development of adolescents' math- and English-related talent perceptions and intrinsic values which are emphasized by Expectancy-Value theory as important precursors to a range of achievement-related outcomes. The longitudinal cohort-sequential study included participants in 3 overlapping cohorts, together spanning Grades 7 to 11 (N = 1,323). In this paper, I focus on the application of latent growth curve modeling to the accelerated longitudinal design and the interpretation of the growth parameters and their correlates in evaluating students' developmental trajectories across 2 key academic domains. Talent perceptions and intrinsic values were found to decline through adolescence in both math and English, and gender differences favored boys for math and girls for English consistent with gender stereotypes. (Contains 5 figures, 3 tables, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10