Trajectories of change in students' self-concepts of ability and values in math and college major choice
Trajectories of change in students' self-concepts of ability and values in math and college major choice
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DOI：
10.1080/13803611.2015.1057161
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发表时间：
2015-01-01
影响因子：
1.4
通讯作者：
Eccles, Jacquelynne S.
中科院分区：
文献类型：
--
作者：
Musu-Gillette, Lauren E.;Wigfield, Allan;Eccles, Jacquelynne S.
本研究是对期望价值理论中动机结构与成就结果之间长期联系的研究的延伸。采用混合生长模型，考察了421名从四年级到大学的学生在数学能力自我概念(SCA)、对数学的兴趣和对数学重要性的感知上的变化轨迹。我们还评估了这些轨迹与大学专业选择的关系，重点是数学密集型和非密集型专业。性别、父母收入和最初的成就被作为协变量纳入分析。一个三级解决方案最好地代表了三个结构中每一个的基本变化轨迹。在数学自我概念、数学兴趣和数学重要性方面，每个结构都出现了一个相对较高的潜在班级，这些高班级的个体最有可能选择数学密集型大学专业。讨论了变化轨迹的解释和含义，以及它们对大学专业分类的影响。
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.