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1.
This study examined Finnish 9th-graders’ (N = 966) pathways to educational and occupational aspirations considering two academic domains: mathematics and reading. Multi-group structural equation models were conducted to investigate how domain-specific performance and motivational beliefs (self-concept and interest), and more general school burnout (exhaustion, cynicism, and inadequacy) relate to boys' and girls' aspirations. Performance in both domains was related to girls' educational aspirations, but only mathematics was linked to boys' aspirations. Positive within-domain relations from girls' motivational beliefs were also found, but their reading self-concept was negatively linked to their math-related occupational aspirations. For boys, only math-related motivational beliefs were associated with their aspirations. Lastly, school burnout was both directly and indirectly linked to students' aspirations. Overall, the study demonstrated the importance of including several factors when investigating students’ aspired educational degrees and occupational plans and, also, the added value of examining educational and occupational aspirations across academic domains.  相似文献   

2.
The relations between students' value orientations and experiences of motivational interference during studying following conflicts between learning and leisure activities were investigated in a self-report study. Overall, 1075 adolescents, mostly from Catholic schools, in Bosnia–Herzegovina (n = 203), India (n = 200), Paraguay (n = 96), Spain (n = 442), and the US (n = 134), participated. The samples varied substantially in terms of modern and postmodern value orientations, experience of motivational interference during studying, and time invested in studying. By controlling for age, gender, and economic capital, postmodern value orientation was positively related to conflict frequency and experience of motivational interference during learning, and negatively related to time investment. For modern value orientation, the relations were almost reversed. Despite the considerable differences between the sample means, the study revealed some consistency in the relations between the variables across the samples, which indicates that most of the relations can be generalized.  相似文献   

3.
The experience of motivational interference during studying and leisure in a school-leisure conflict and its relationship to pupils' value orientations were investigated in a self-report study of Vietnamese pupils (N = 346, mean age = 15 years). The results were compared with a combined sample consisting of pupils from nine other countries (N = 2155). From a cross-cultural perspective, the mean values of the variables show that Vietnamese pupils differ with regard to their values and motivational interference from pupils in other countries. Within the Vietnamese sample, modern value orientation was positively related to decision for a studying activity in a school-leisure conflict and to experience of motivational interference during a leisure activity and negatively related to interference during studying. For post-modern value orientation, the relationships were mostly reversed. Despite differences between sample means, the consistency in the relationships between the variables across the samples indicates that the pattern of relationships can be generalized.  相似文献   

4.
The aim of this study was to examine lower secondary school students' (N = 1152) pathways to educational aspirations. The study used multi-group structural equation modelling to investigate the predictions of academic self-concept, school burnout, achievement, and interest in mathematics and reading, in relation to educational aspirations for boys and girls. While certain factors were influential for students' academic aspirations irrespective of gender, some interesting differences also emerged. Academic self-concept and interest in reading predicted educational aspirations for both groups. However, gendered pathways emerged in how achievement and interest in mathematics predicted educational aspirations. Interest in mathematics predicted girls’ educational aspirations, whereas mathematics achievement was a significant predictor for boys. School burnout had negative indirect effects through interest in reading and mathematics in both groups, but for girls, there was also a direct positive effect on educational aspirations.  相似文献   

5.
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.  相似文献   

6.
Few studies have identified individual differences in vocational knowledge or its association with career aspirations or expectations of children. We investigated whether individual differences in grade, gender, academic achievement, and SES predict levels of vocational knowledge, and further examined the relationship between vocational knowledge and career aspirations and expectations. Children in the fourth through seventh grades (N = 132) from two rural school districts were administered measures of vocational knowledge, expectations, and aspirations. The results of this study suggest no differences in vocational knowledge in groups differing in grade, gender, and SES; however, academic achievement was a significant predictor of vocational knowledge. Moreover, results of regression analysis demonstrated that vocational knowledge adds significantly to the prediction of career aspirations and expectations. These results contribute to the emerging literature exploring mechanisms involved in the career development of rural children.  相似文献   

7.
Heterosexual urban middle school students’ (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (Mage = 12.36 years) rated Facebook‐like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered.  相似文献   

8.
This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.  相似文献   

9.
Achievement in mathematics, science, biology, chemistry, and other school subjects requiring abstract reasoning on spatial relationships is favored by mental rotation abilities, that is by the capability to mentally manipulate objects in space. This suggests the need to develop effective trainings aimed at improving mental rotation performance. Previous research focused mostly on practice with spatial tasks. Since motivational beliefs, gender stereotypes and self-confidence can affect performance, this research tested the hypothesis that a training including motivational aspects will be effective as well. Two intervention studies with high school students (n = 122 and n = 70 respectively) confirmed that a three-session-training based on allowing practice in adopting a holistic strategy to solve the mental rotation items or on fostering effective motivational beliefs increased the mental rotation scores up to 1 SD. The discussion focuses on the characteristics of effective trainings aimed at improving mental rotation abilities in high school students.  相似文献   

10.
This study examined the relationships of achievement goal orientations and perceptions of the motivational climate in physical education classes among Colombian students, and tested gender and age differences in goal orientations and perceived motivational climate. Participants (1378 boys and 1615 girls, ranging in age from 9 to 18 yr) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ), and the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ). Bivariate and canonical correlation analysis identified conceptually consistent relationships between goal orientations and perceptions of motivational climate. Boys scored higher than girls in ego orientation and in perceptions of performance orientation. Task and ego goal orientations, and perceptions of learning or performance orientations decreased with age. Data obtained indicate that the Spanish versions of the TEOSQ and the LAPOPEQ could be useful instruments for physical education teachers, helping them to identify achievement goal orientation of their students and perceptions of the motivational climate in their education classes.  相似文献   

11.
Maltreated young persons in out-of-home care often have poor educational outcomes, heightening their risk of long-term psychosocial disadvantage (Forsman, Brännström, Vinnerljung, & Hjern, 2016). In their systematic reviews, Romano, Babchishin, Marquis, and Fréchette (2014) and O’Higgins, Sebba, and Gardner (in press) found evidence that neglect was more often linked with low academic achievement, whereas abuse was more likely to be associated with behavioral difficulties. In large samples of young persons in out-of-home care in Ontario, Canada, who had experienced mainly neglect, we investigated risk and protective factors as predictors of educational success. In a cross-sectional hierarchical regression analysis (N = 3659, aged 11–17 years), female gender, youth educational aspirations, caregiver educational aspirations for youth, time with current caregiver, internal developmental assets, and positive mental health were associated with better educational success. Neglect, grade retention, special educational needs, ethnic minority status, behavioral problems, and soft-drug use were associated with poorer educational outcomes. Gender significantly moderated caregiver educational aspirations and youth placement type. In a longitudinal analysis of a subsample (N = 962, aged 11–15 years at Time 1), covering three years, a large decline in educational success (d = −0.80) was observed. Female gender, internal developmental assets, and positive mental health positively predicted, and soft drug use negatively predicted, greater educational success at Time 2. These results point to factors that help or hinder educational success among young people in care and should inform new interventions or improved versions of existing ones that address educational success in the context of neglect.  相似文献   

12.
While previous studies demonstrated the existence of a ‘gender gap’, according to which girls outperform boys in their scholastic achievement, the reason for these differences is yet unclear. We used structural equation analyses and multiple-group comparisons to determine sex-specific influences of self-reported motivational variables (domain-specific self-perceived abilities, fear of failure) on teacher-reported mid-term school grades of 140 boys (Mage = 10.9) and 185 girls (Mage = 10.8) from Germany. Our results suggest that the gender gap derives at least partly from sex differences in the contribution of these motivational variables to children's performance in school: Regarding German, girls' level of self-perceived abilities was higher and also more relevant for their performance. Moreover, higher levels of fear of failure led to worse Math grades only for girls, suggesting the presence of gender-stereotypic beliefs. Further research should investigate the impact of additional constructs, e.g., gender-stereotype awareness, self-regulation.  相似文献   

13.
This article defines and measures interest in lifelong learning in an effort to capture motivation as an outcome of schooling. As a school-internal counterpart, motivational orientations toward learning at school in general and toward mathematics learning in particular are introduced, based on Deci and Ryan’s theory of self-determination. Analysis within the Swiss TIMSS samples in lower and upper secondary education led to the definition of five such orientations with a constant structure across grades and levels of generality. Some orientations show a concrete focus like long-term utility. The validity of these constructs is examined by analysing the relation among these motivational orientations, their relationship to interest in lifelong learning and mathematics achievement as well as age and gender differences. As hypothesised, the higher a motivational orientation’s degree of self-determination, the higher is its correlation with interest in lifelong learning and mathematics achievement. Among age and gender differences, the contrasting behaviour of intrinsic and long-term utility orientation toward mathematics is notable. For example, the gender difference in long-term utility but not in intrinsic orientation increases from grade 6 to grade 8. These findings can be understood as an expression of gender-typical vocational aspirations which define technical and scientific fields as a domain for males and not for females.  相似文献   

14.
This study focused on students’ perceived challenge, its direct links to career aspirations along with indirect links to career aspirations via boredom. We extended previous findings by differentiating state and trait assessments of challenge and boredom and by investigating within- and between-person relations. We hypothesized overchallenge to go along with reduced career aspirations. Furthermore, boredom should occur due to both over- and underchallenge and should reduce those aspirations. We expected stronger effects of trait challenge and boredom on career aspirations as compared to the respective state reports. The hypotheses were tested in a sample of N = 753 high-school students (Mage = 15.72) from 43 classes by a questionnaire and an experience-sampling approach. Multilevel analyses showed overchallenge being linked to reduced career aspirations; this direct effect was equally strong for trait and state reports. Furthermore, the indirect effect of trait non-optimal challenge (over- or underchallenge) indicated a decrease in career aspirations via trait boredom.  相似文献   

15.
This study tested whether associations between childhood maltreatment and adolescent sexual orientation were accounted for by childhood gender nonconforming behavior (GNCB) in a prospective birth cohort (N = 5,007). Childhood parental maltreatment (physical and emotional) and GNCB were assessed on multiple occasions up to age 6 years, and sexual orientation at 15.5 years. Boys with a history of maltreatment were significantly more likely to be nonheterosexual. Using propensity score weighting, maltreatment was associated with a 3.5% (p = .03) increase in the prevalence of nonheterosexuality accounting for confounders not including GNCB, and by 2.9% (p = .06) when also accounting for GNCB. These findings suggest that maltreatment is associated with an increased prevalence of nonheterosexuality in boys but may be explained by confounding factors including GNCB.  相似文献   

16.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions.  相似文献   

17.
《Learning and Instruction》2000,10(2):153-177
In this study, we examined the developmental relationship of children's motivational orientations and reading skills from pre-school to the 2nd grade. Forty-eight children with differing word reading careers were identified from 115 pre-school non-readers. Pre-schoolers were assessed for cognitive–linguistic skills and motivational orientation (ratings on task-, ego-defensive, and social dependence orientation). The situational manifestations of orientations were observed during construction tasks comprising three pressure episodes. The motivational assessments were replicated (experimenter and teacher ratings) and decoding and reading comprehension tests were administered in the 1st and 2nd grades. On the basis of low, average and high pre-school phonemic awareness and word reading achievement in the 1st and 2nd grades, two regressive and two progressive word reading career groups were formed. The results showed that the regressive and the progressive reading career groups of matching initial phonemic awareness and verbal ability did not differ motivationally at pre-school age, but showed distinctive motivational orientation across contexts by the end of the second school year. A case analysis demonstrates the interactive formation of motivational orientation during reading instruction. These findings suggest that the developmental interaction of learning skills and motivational tendencies contribute to the differing reading careers.  相似文献   

18.
Singaporean elementary-school students (N = 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, math–gender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math = me) were positively related to math achievement on a standardized test. Second, as expected, stronger math–gender stereotypes (math = boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit math–gender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes.  相似文献   

19.
This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers.  相似文献   

20.
Students' lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students' educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students' gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.  相似文献   

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