Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives

Journal article

Guo, Jiesi, Wang, Ming-Te, Ketonen, Elina E., Eccles, Jacquelynne Sue and Salmela-Aro, Katariina. (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology. 55, pp. 139 - 154. https://doi.org/10.1016/j.cedpsych.2018.10.004
AuthorsGuo, Jiesi, Wang, Ming-Te, Ketonen, Elina E., Eccles, Jacquelynne Sue and Salmela-Aro, Katariina
Abstract

This study used variable- and pattern-centered approaches to better capture the impact of adolescents’ joint developmental trajectories of subjective task values (STVs) in three domains (Finnish, math and science, and social subject) from grades 9 to 11 on science, technology, engineering, and mathematics (STEM) aspirations at four years postsecondary school and STEM participation at six years postsecondary school (N = 849 Finnish youth; 52.1% female; 99% native Finnish). Results showed that while adolescents’ average STVs in different domains remained stable, three differential joint STV trajectories emerged across domains. Individual changes of STVs in one domain shaped STVs in other domains to form unique relative STV hierarchies within subgroups that impacted long-term STEM aspirations and participation. Gender differences in STV trajectory profile distributions partially explained the overall underrepresentation of women in STEM fields. This study is among the first to incorporate multiple domains and explore how STVs fluctuate over time in both homogeneous and heterogeneous fashions. These findings underscore the importance of examining heterogeneity in motivational trajectories across domains.

Keywordsexpectancy-value theory; task values; gender gap; STEM; career choice
Year2018
JournalContemporary Educational Psychology
Journal citation55, pp. 139 - 154
PublisherAcademic Press
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2018.10.004
Scopus EID2-s2.0-85054641212
Page range139 - 154
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
EditorsP. Alexander
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