Loading...
Patterns of math and English self-concepts as motivation for college major selection
Umarji, Osman McPartlan, Peter Eccles, Jacquelynne
Umarji, Osman
McPartlan, Peter
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.
Keywords
Self-concept, Expectancy-value, Dimensional comparison theory, Motivation, College major selection, Cluster analysis
Date
2018
Type
Journal article
Journal
Contemporary Educational Psychology
Book
Volume
53
Issue
Page Range
146-158
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled