Math and Science Motivation: A Longitudinal Examination of the Links between Choices and Beliefs

Autor/inn/en	Simpkins, Sandra D.; Davis-Kean, Pamela E.; Eccles, Jacquelynne S.
Titel	Math and Science Motivation: A Longitudinal Examination of the Links between Choices and Beliefs
Quelle	In: Developmental Psychology, 42 (2006) 1, S.70-83 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Longitudinal Studies; Grade 10; Grade 5; Academic Achievement; Gender Differences; Student Motivation; Beliefs; Association (Psychology); Youth; Grade 6; Mathematics Activities; Science Activities; Values; Science Education; Mathematics Education; High Schools; Enrollment; Course Selection (Students) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Geschlechterkonflikt; Schulische Motivation; Belief; Glaube; Assoziation; Jugend; Jugendlicher; Jugendalter; School year 06; 6. Schuljahr; Schuljahr 06; Wertbegriff; Naturwissenschaftliche Bildung; Mathematische Bildung; High school; Oberschule; Einschulung; Course selection; Student; Students; Kurswahl
Abstract	This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5540; Fax: 202-336-5549; e-mail: journals@apa.org; Web site: http://www.apa.org/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10