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Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective
Guo, Jiesi Parker, Philip D. Marsh, Herbert W. Morin, Alexandre J. S.
Guo, Jiesi
Parker, Philip D.
Marsh, Herbert W.
Morin, Alexandre J. S.
Abstract
Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females.
Keywords
expectancy value, gender, self-concept, STEM major, university entry
Date
2015
Type
Journal article
Journal
Developmental Psychology
Book
Volume
51
Issue
8
Page Range
1163-1176
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled