Guo, J., Marsh, H. W, Morin, A., Parker, P. D & Kaur, G. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment: a longitudinal study [accepted manuscript]. American Educational Research Journal,52(2), 371-402. Retrieved from https://doi.org/10.3102/0002831214565786
This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally representative sample of U.S. boys N = 2,213. The results suggest that (a) self-concept and intrinsic value have reciprocal effects with academic achievement and predict educational attainment, (b) self-concept is consistently found to predict occupational aspirations, (c) the associations between achievement and aspirations are partially mediated by motivational beliefs, and (d) academic self-concept in high school had stronger long-term indirect effects on future occupational aspirations and educational attainment than task values and IQ.
Institute for Positive Psychology and Education
Open Access Journal Article