"Profiles of Motivational Beliefs in Math: Exploring their Development, Relations to Student-Perceived Classroom Characteristics, and Impact on Future Career Aspirations and Choices"
Distinguished Professor Jacquelynne Eccles, Associate Project Scientist Anna-Lena Dicke, Postdoctoral Researcher Charlott Rubach, and lead author Rebecca Lazarides publish in Journal of Educational Psychology: "Profiles of Motivational Beliefs in Math: Exploring their Development, Relations to Student-Perceived Classroom Characteristics, and Impact on Future Career Aspirations and Choices."
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. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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