Cross-domain trajectories of students’ ability self-concepts and intrinsic values in math and language arts

Journal article

Gaspard, Hanna, Lauermann, Fani, Rose, Norman, Wigfield, Allan and Eccles, Jacquelynne. (2020). Cross-domain trajectories of students’ ability self-concepts and intrinsic values in math and language arts. Child Development. 91(5), pp. 1800-1818. https://doi.org/10.1111/cdev.13343
AuthorsGaspard, Hanna, Lauermann, Fani, Rose, Norman, Wigfield, Allan and Eccles, Jacquelynne
Abstract

Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.

Year2020
JournalChild Development
Journal citation91 (5), pp. 1800-1818
PublisherBlackwell Publishing Inc.
ISSN0009-3920
Digital Object Identifier (DOI)https://doi.org/10.1111/cdev.13343
PubMed ID31758545
Scopus EID2-s2.0-85075471080
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1800-1818
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online22 Nov 2019
Publication process dates
Deposited06 Jan 2022
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