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dc.contributor.author
Vinni-Laakso, Janica
dc.contributor.author
Guo, Jiesi
dc.contributor.author
Juuti, Kalle
dc.contributor.author
Loukomies, Anni
dc.contributor.author
Lavonen, Jari
dc.contributor.author
Salmela-Aro, Katariina
dc.date.accessioned
2019-07-18T15:52:55Z
dc.date.available
2019-07-17T18:38:04Z
dc.date.available
2019-07-18T15:52:55Z
dc.date.issued
2019-07
dc.identifier.issn
1664-1078
dc.identifier.other
10.3389/fpsyg.2019.01449
en_US
dc.identifier.uri
http://hdl.handle.net/20.500.11850/353689
dc.identifier.doi
10.3929/ethz-b-000353689
dc.description.abstract
According to modern expectancy-value theory, students’ motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students’ value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki (N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls’ science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys’ self-concept of ability decreased. The girls’ mean levels in science-related intrinsic value were higher than those of the boys, while students’ self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls’ intrinsic value in early science education does not steer them away from STEM occupations; boys’ task motivation might be at greater risk of decline during early science education.
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
Frontiers Research Foundation
en_US
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
expectancy-value theory
en_US
dc.subject
intrinsic value
en_US
dc.subject
cost
en_US
dc.subject
self-concept of ability
en_US
dc.subject
STEM occupational aspirations
en_US
dc.subject
gender differences
en_US
dc.subject
elementary students
en_US
dc.title
The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade
en_US
dc.type
Journal Article
dc.rights.license
Creative Commons Attribution 4.0 International
dc.date.published
2019-07-02
ethz.journal.title
Frontiers in Psychology
ethz.journal.volume
10
en_US
ethz.journal.abbreviated
Front Psychol
ethz.pages.start
1449
en_US
ethz.size
15 p.
en_US
ethz.version.deposit
publishedVersion
en_US
ethz.identifier.wos
ethz.publication.place
Lausanne
en_US
ethz.publication.status
published
en_US
ethz.date.deposited
2019-07-17T18:38:07Z
ethz.source
WOS
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.rosetta.installDate
2019-07-18T15:53:02Z
ethz.rosetta.lastUpdated
2019-07-18T15:53:02Z
ethz.rosetta.exportRequired
true
ethz.rosetta.versionExported
true
ethz.COinS
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