Profiles of motivational beliefs in math
- 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 inFour 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.…
| Author details: | Rebecca LazaridesORCiDGND, Anna-Lena DickeGND, Charlott RubachORCiDGND, Jacquelynne Sue EcclesGND |
|---|---|
| DOI: | https://doi.org/10.1037/edu0000368 |
| ISSN: | 0022-0663 |
| ISSN: | 1939-2176 |
| Title of parent work (English): | The journal of educational psychology |
| Subtitle (English): | exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices |
| Publisher: | American Psychological Association |
| Place of publishing: | Washington |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2020/01/01 |
| Publication year: | 2020 |
| Release date: | 2023/06/02 |
| Tag: | characteristics; classroom; latent profile analysis; mathematics; self-concept; task value |
| Volume: | 112 |
| Issue: | 1 |
| Number of pages: | 23 |
| First page: | 70 |
| Last Page: | 92 |
| Funding institution: | NIMH United States Department of Health & Human Services National; Institutes of Health (NIH) - USANIH National Institute of Mental Health; (NIMH) [MH31724]; NSFNational Science Foundation (NSF) [BNS 85-10504,; 1108778, DBS-9215008, DBS-9215016]; NICHDUnited States Department of; Health & Human ServicesNational Institutes of Health (NIH) - USANIH; Eunice Kennedy Shriver National Institute of Child Health & Human; Development (NICHD) [HD17296]; Spencer Foundation [199500053]; W.T.; Grant Foundation [94145992] |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
