Patterns of math and English self-concepts as motivation for college major selection

Journal article

Umarji, Osman, McPartlan, Peter and Eccles, Jacquelynne. (2018). Patterns of math and English self-concepts as motivation for college major selection. Contemporary Educational Psychology. 53, pp. 146 - 158. https://doi.org/10.1016/j.cedpsych.2018.03.004
AuthorsUmarji, Osman, McPartlan, Peter and Eccles, Jacquelynne
Abstract

A variable and person-centered approach was applied to understand the development of cross domain self-concepts of ability, patterns of math and English self-concepts of ability throughout adolescence, and their associations with college major. An expectancy-value perspective was integrated with dimensional comparison theory to understand how math and English self-concepts of ability relate to one another over time and within a person. Regression analysis identified a positive association of math self-concept throughout adolescence with math-related majors and a negative association of English self-concept with math-related majors. Cluster analysis classified students into six to seven patterns of varying math and English self-concepts of ability. Stereotypical gender differences were observed in cluster membership, with women overrepresented in high English clusters and males over represented in high math clusters. Cluster membership was predictive of the math-related college majors. Students who were higher in math self concept of ability relative to English were overrepresented in math intensive majors. Findings support the importance of considering intraindividual hierarchies and ipsative relationships when studying the development of self-concept of ability and academic choices.

KeywordsSelf-concept; Expectancy-value; Dimensional comparison theory; Motivation; College major selection; Cluster analysis
Year2018
JournalContemporary Educational Psychology
Journal citation53, pp. 146 - 158
PublisherAcademic Press Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2018.03.004
Scopus EID2-s2.0-85044510447
Page range146 - 158
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
EditorsP. A. Alexander
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