Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy
- 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; M-age = 16.49, SD = .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.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; M-age = 16.49, SD = .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.…
Author details: | Rebecca LazaridesORCiDGND, Anna-Lena DickeORCiDGND, Charlott RubachORCiDGND, Elisa OppermannORCiDGND, Jacquelynne S. EcclesGND |
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DOI: | https://doi.org/10.1037/dev0001250 |
ISSN: | 0012-1649 |
ISSN: | 1939-0599 |
Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/34914452 |
Title of parent work (English): | Developmental psychology |
Subtitle (English): | value theoretical framework |
Publisher: | American Psychological Association |
Place of publishing: | Washington |
Publication type: | Article |
Language: | English |
Date of first publication: | 2021/11/01 |
Publication year: | 2021 |
Release date: | 2024/07/10 |
Tag: | gender; intraindividual hierarchies of motivation; latent transition analysis; self-concept; task value |
Volume: | 57 |
Issue: | 11 |
Number of pages: | 17 |
First page: | 1893 |
Last Page: | 1909 |
Funding institution: | National Institute of Mental HealthUnited States Department of Health & Human ServicesNational Institutes of Health (NIH) - USANIH National Institute of Mental Health (NIMH) [MH31724]; National Science Foundation (NSF)National Science Foundation (NSF) [BNS 85-10504]; National Institute of Child Health and Human DevelopmentUnited States Department of Health & Human ServicesNational Institutes of Health (NIH) - USANIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) [HD17296]; NSFNational Science Foundation (NSF) [1108778, DBS-9215008, DBS-9215016]; Spencer Foundation [199500053]; William T. Grant Foundation [94145992] |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer review: | Referiert |