Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4940096 | Learning and Individual Differences | 2016 | 8 Pages |
Abstract
The present study examined the stability and change of students' motivational profiles from Grade 7 (Time 1) to Grade 9 (Time 2), using task values and self-concepts of ability in mathematics, Finnish language, and arts as indicator variables. The study also examined the effects of students' (Grade 7: NÂ =Â 231; Grade 9: NÂ =Â 237) motivational profiles and of their parents' educational expectations at Grade 7 on their short- and long-term educational plans at Grade 9, controlling for gender and academic achievement. The latent profile analysis identified four motivational profiles: (1) low motivation group; (2) high motivation group; (3) math-motivated group; (4) practical group, which were highly stable from Grade 7 to Grade 9. The results showed that, compared students in the practical group at Grade 7, the students' in the high motivation group and in the math-motivated group were significantly less likely to aim for a degree from a vocational school than a degree from an academic track (short term), or a university (long term). Furthermore, mothers' and fathers' high expectations for students' short- and long-term plans at Grade 7 contributed positively to high educational expectations among adolescents at Grade 9.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Rebecca Lazarides, Jaana Viljaranta, Kaisa Aunola, Laura Pesu, Jari-Erik Nurmi,