The Development of Adolescents' Math and English Self-Concept Patterns and Their Associations with College Major Selection
Authors: Osman Umarji, Jacquelynne Eccles
Delivered at 2017 AERA
Abstract: Domain specific self-concept of ability (SCA) is often studied as a predictor of academic outcomes and choices. Math SCA is generally predictive of future academic choices such as college major, yet little is known of how multiple domain self-concepts of ability develop over time and influence college major. This study examines how patterns of math and English SCA develop from elementary school to high school, and how these patterns predict college major. Results indicate that gendered self-concepts emerge in adolescence, students become more differentiated in SCA between domains over time, and students high in math and low in English SCA are more likely to choose a STEM major than students who are high in math and high in English.