Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen

Costache, Oana; Edelsbrunner, Peter A.; Becker, Eva S.; Sticca, Fabio; Staub, Fritz C; Götz, Thomas

doi:10.1007/s11618-022-01095-y

Cited by 2 publications

(4 citation statements)

References 59 publications

(105 reference statements)

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“…Thus, a concern for future research may be to more fully represent all proximal variables in the SEVT to better understand the mechanisms that mediate effects of more distal variables and to map the motivational pathways among students with educational options that are not only geared towards a university degree. However, we controlled for important distal factors, for example, psychometric tests of both math competence and intelligence, extending research that had only controlled for intelligence (Guo et al, 2015; Lauermann et al, 2015) or neither competence nor intelligence (e.g., Costache et al, 2022; Lazarides & Lauermann, 2019).…”

Section: Discussionmentioning

confidence: 98%

“…Additionally, perceptions of costs should be included in future research, another central aspect of subjective task value that encompasses perceived effort, loss of valued alternatives, and emotional costs (Eccles & Wigfield, 2020). Many studies on educational choices and aspirations focus on the positive aspects of subjective task values (e.g., the present study; Costache et al, 2022; Guo et al, 2015) and cost has been called “forgotten component” (Flake et al, 2015). As would be expected, perceived math cost in the final year of high school predicted choosing a STEM major in college 2 years later in a sample of German academic-track students (Wille et al, 2020).…”

Section: Discussionmentioning

confidence: 98%

“…In essence, the theory posits that people who expect to be successful in a given area and value this area highly will perform well and further engage with the area, for example, through course enrollment or by pursuing a related career (Eccles, 1987;Eccles et al, 1983). Indeed, a host of studies have examined and supported these predictions regarding performance, course enrollment, and occupational aspirations of students (Costache et al, 2022;Dietrich & Lazarides, 2019;Eccles et al, 1983Eccles et al, , 1984Guo et al, 2015;Lauermann et al, 2017;Lazarides & Lauermann, 2019;Lazarides & Watt, 2017;Meece et al, 1990;Musu-Gillette et al, 2015;Nagengast et al, 2011;Steinmayr & Spinath, 2010;Watt et al, 2012Watt et al, , 2019Wille et al, 2020). For example, adolescents who have a high ability self-concept and values in math also aspire to occupations in which math is highly important and a high level of competence is needed (Dietrich & Lazarides, 2019).…”

Section: Occupational Aspirations In the Sevtmentioning

confidence: 99%

“…For example, adolescents who have a high ability self-concept and values in math also aspire to occupations in which math is highly important and a high level of competence is needed (Dietrich & Lazarides, 2019). In particular, the intrinsic value students ascribe to a school subject has been linked to occupational aspirations that are related to this subject (Costache et al, 2022; Lauermann et al, 2017; Lazarides & Lauermann, 2019; Lazarides & Watt, 2017). The intrinsic value of a subject reflects the “anticipated enjoyment one expects to gain from doing the task for purposes of making choices and as the enjoyment one gets when doing the task” (Eccles & Wigfield, 2020, p. 11).…”

Section: Occupational Aspirations In the Sevtmentioning

confidence: 99%

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Feeling joy × feeling competent: Predicting math-related occupational aspirations from math grades, gender, and parents’ occupational background via motivational beliefs.

Nishen,

Streck,

Kessels

et al. 2024

Journal of Educational Psychology

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Educational science has consistently examined what drives adolescents to aspire to occupations in math-related fields-and which factors, such as gender stereotypes, may drive them away. In this study, we utilized a large longitudinal data set (N = 1,092) to test whether past grades, gender, and the math level of mothers' and fathers' occupations predicted the math-relatedness of German adolescents' occupational aspirations 1 year later in 10th grade controlling for mathematical competence, intelligence, and socioeconomic status, among other factors. First, we examined whether motivational beliefs-math intrinsic value and math ability self-concept-mediated these relationships. Second, we used a latent interaction approach to test whether intrinsic value and ability self-concept interacted to predict the math-relatedness of aspirations, an important yet understudied prediction of expectancy-value theories. The intrinsic value of math, but not ability self-concept fully mediated the effect of math grade on aspirations. Gender differences could partly be explained via intrinsic value, but a substantial effect remained. The math level of mothers', but not fathers' occupations was positively associated with the math-relatedness of their children's aspirations, but this effect was not mediated by motivational beliefs. Exploratory analyses examined these relations separately for boys and girls. Regarding our second aim, there was a significant interaction showing that intrinsic value only predicted the math-relatedness of aspirations among students with a high-ability self-concept. This latter finding points to the importance of continuing to investigate not only main effects but also interaction effects within the framework of the situated expectancy-value theory. Educational Impact and Implications StatementOur study showed that students with better math grades, boys, and those whose mothers' occupations require a high level of math aspire to occupations that are more related to math independent of their actual math competencies, social background, intelligence, and further variables. We found that this was partly due to the fact that students with better grades and boys enjoyed math more. In turn, those students who simultaneously enjoy math and also feel highly competent in it aspire to occupations that are the most related to math. This means that only enjoying math (without feeling competent in it)-or vice versa-is not enough for a student to pursue a career in science, technology, engineering, or math.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 98%

Section: Occupational Aspirations In the Sevtmentioning

confidence: 99%

Section: Occupational Aspirations In the Sevtmentioning

confidence: 99%

See 2 more Smart Citations

Feeling joy × feeling competent: Predicting math-related occupational aspirations from math grades, gender, and parents’ occupational background via motivational beliefs.

Nishen,

Streck,

Kessels

et al. 2024

Journal of Educational Psychology

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Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology

Möller

2024

Educ Psychol Rev

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Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544–560), first formulated 10 years ago, describes individuals’ internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students’ verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts.This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed.

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Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen

Cited by 2 publications

References 59 publications

Feeling joy × feeling competent: Predicting math-related occupational aspirations from math grades, gender, and parents’ occupational background via motivational beliefs.

Feeling joy × feeling competent: Predicting math-related occupational aspirations from math grades, gender, and parents’ occupational background via motivational beliefs.

Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology

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