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Trajectories of change in students’ self-concepts of ability and values in math and college major choice
Musu-Gillette, Lauren E. Wigfield, Allan Harring, Jeffrey R. Eccles, Jacquelynne
Musu-Gillette, Lauren E.
Wigfield, Allan
Harring, Jeffrey R.
Eccles, Jacquelynne
Abstract
This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived importance of math. We also assessed how these trajectories relate to choice of college major, focusing on math-intensive and non-intensive majors. Gender, parental income, and initial achievement were included as covariates in the analyses. A 3-class solution best represented underlying trajectories of change for each of the 3 constructs. A latent class relatively high in math self-concept, interest, and importance emerged for each construct respectively, and individuals in these high classes were most likely to choose a math-intensive college major. Interpretations and implications of the trajectories of change and their influence on college major classification are discussed.
Keywords
self-concept of ability, task value, college major
Date
2015
Type
Journal article
Journal
Educational Research and Evaluation: an international journal on theory and practice
Book
Volume
21
Issue
4
Page Range
343-370
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