Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
09 2020
09 2020
Historique:
pubmed:
24
11
2019
medline:
9
7
2021
entrez:
24
11
2019
Statut:
ppublish
Résumé
Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students' ASC trajectories. Students' intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
1800-1818Subventions
Organisme : National Science Foundation
ID : DRL-1108778
Organisme : National Science Foundation
ID : HRD-1231347
Organisme : National Institute for Child Health and Human Development
ID : HD17553
Informations de copyright
© 2019 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.
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