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Direct linkMusu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S. – Educational Research and Evaluation, 2015
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…
Descriptors: Self Concept, College Students, Academic Ability, Mathematics Skills
We Knew Them when: Sixth Grade Characteristics that Predict Adolescent High School Social Identities
Stone, Margaret R.; Barber, Bonnie L.; Eccles, Jacquelynne S. – Journal of Early Adolescence, 2008
Discriminant function analysis assessed the predictive relevance of nine characteristics measured in sixth grade for differentiating among social identities claimed 4 years later by 616 participants in the Michigan Study of Life Transitions. For females, the first discriminant function, associated with academic motivation, self-esteem, and…
Descriptors: Self Concept, Student Motivation, Academic Achievement, Discriminant Analysis
Simpkins, Sandra D.; Davis-Kean, Pamela E.; Eccles, Jacquelynne S. – Developmental Psychology, 2006
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout…
Descriptors: Longitudinal Studies, Grade 10, Grade 5, Academic Achievement
