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ERIC Number: EJ1069924
Record Type: Journal
Publication Date: 2015-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0012-1649
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.
Developmental Psychology, v51 n8 p1163-1176 Aug 2015
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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Program for International Student Assessment