TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dicke, Anna-Lena
A1  - Rubach, Charlott
A1  - Eccles, Jacquelynne Sue
T1  - Profiles of motivational beliefs in math
BT  - exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices
JF  - The journal of educational psychology
N2  - 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.
KW  - task value
KW  - self-concept
KW  - latent profile analysis
KW  - classroom
KW  - characteristics
KW  - mathematics
Y1  - 2020
U6  - https://doi.org/10.1037/edu0000368
SN  - 0022-0663
SN  - 1939-2176
VL  - 112
IS  - 1
SP  - 70
EP  - 92
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Determinants of persistence among science teacher-trainees
BT  - Examining the role of self-efficacy, task value, and academic hope
JF  - ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)
N2  - Grounded in the expectancy-value and hope theories, the present
study was conducted to examine the extent to which self-efficacy,
task value, and academic hope predict persistence among science
teacher-trainees in Uganda. The sample consisted of 278 undergrad-
uate science teacher-trainees selected from a large public university
in northern Uganda. Data were collected using several scales from
the modified Motivated Strategies for Learning Questionnaire,
Academic Hope Scale, and College Persistence Questionnaire and
analyzed using structural equation modeling. Task value and aca-
demic hope significantly predicted students’ persistence. Academic
hope made a greater contribution to students’ persistence compared
to task value. The combined effect of task value and academic hope
did not make any significant contribution to students’ persistence.
The study highlights the need to strengthen students’ hopeful think-
ing and task value in order to increase their chances of completing
their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.
KW  - Academic hope
KW  - persistence
KW  - science teacher-trainees
KW  - self-efficacy
KW  - task value
Y1  - 2017
U6  - https://doi.org/10.1080/1046560X.2017.1379860
SN  - 1046-560X
SN  - 1573-1847
VL  - 28
SP  - 522
EP  - 548
PB  - Taylor & Francis
CY  - Abingdon
ER  -