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Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts
Hanna Gaspard1, Fani Lauermann2, Norman Rose3
1University of Tübingen.
Child Development
|November 24, 2019
Summary
Student self-concept and valuing of math and language arts diverge across development. These distinct developmental trajectories impact later academic and career paths, highlighting the importance of early educational experiences.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Cognitive Science
Background:
- Student academic development involves evolving self-perceptions and subject valuing.
- Understanding these changes across domains like math and language arts is crucial for educational interventions.
- Previous research has often examined these constructs separately or over shorter periods.
Purpose of the Study:
- To investigate the developmental trajectories of students' ability self-concepts (ASCs) in math and language arts.
- To examine the longitudinal patterns of intrinsic value for math and language arts.
- To identify distinct developmental classes for ASCs and intrinsic values and their cross-domain relationships.
Main Methods:
- A cross-sequential study design was employed, following 1,069 students from Grades 1 to 12.
- Growth mixture modeling was utilized to identify latent classes of developmental trajectories.
- Student characteristics, academic outcomes, and career aspirations were analyzed in relation to identified trajectories.
Main Results:
- Two main trajectories for ASCs were identified: Moderate Math Decline/Stable High Language Arts and Moderate Math Decline/Strong Language Arts Decline.
- Three intrinsic value trajectories emerged: Strong Math Decline/Language Arts Decline Leveling Off, Moderate Math Decline/Strong Language Arts Decline, and Stable Math and Language Arts.
- These trajectories were associated with significant differences in gender, family background, aptitudes, high school math enrollment, and career aspirations.
Conclusions:
- Distinct developmental pathways exist for students' math and language arts self-concepts and values.
- These divergent trajectories have long-term implications for academic choices and career trajectories.
- Early identification of these patterns can inform targeted support for student academic development.
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