@article{LazaridesDickeRubachetal.2020,
  author    = {Lazarides, Rebecca and Dicke, Anna-Lena and Rubach, Charlott and Eccles, Jacquelynne Sue},
  title     = {Profiles of motivational beliefs in math},
  series = {The journal of educational psychology},
  volume    = {112},
  journal   = {The journal of educational psychology},
  number    = {1},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000368},
  pages     = {70 -- 92},
  year      = {2020},
  abstract  = {Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood.},
  language  = {en}
}
@article{RjoskRichterLuedtkeetal.2017,
  author    = {Rjosk, Camilla and Richter, Dirk and Luedtke, Oliver and Eccles, Jacquelynne Sue},
  title     = {Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes},
  series = {The journal of educational psychology},
  volume    = {109},
  journal   = {The journal of educational psychology},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000185},
  pages     = {1188 -- 1204},
  year      = {2017},
  abstract  = {This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)},
  language  = {en}
}