Trajectories of change in students' self-concepts of ability and values in math and college major choice

• Published in: Educational research and evaluation Vol. 21; no. 4; pp. 343 - 370
• Main Authors: Musu-Gillette, Lauren E., Wigfield, Allan, Harring, Jeffrey R., Eccles, Jacquelynne S.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 19.05.2015; Taylor & Francis Ltd
• Subjects: Academic Ability; college major; College Students; Correlation; Decision making models; Elementary School Students; Expectation; Family Income; Gender Differences; Grade 10; Grade 11; Grade 12; Grade 4; Grade 5; Grade 6; Longitudinal Studies; Majors (Students); Mathematics; Mathematics Achievement; Mathematics Skills; Michigan; Motivation; Multivariate Analysis; Rating Scales; Self Concept; self-concept of ability; Student Interests; Student Motivation; task value; Value Judgment; Michigan
• ISSN: 1380-3611; 1744-4187
• DOI: 10.1080/13803611.2015.1057161

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.