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Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective

American Psychological Association
Developmental Psychology
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Jiesi Guo at Institution for Positive Psychology and Education
Jiesi Guo
  • Institution for Positive Psychology and Education
Philip Parker at Australian Catholic University
Philip Parker
Herb Marsh at Australian Catholic University
Herb Marsh
Alexandre J S Morin at Concordia University
Alexandre J S Morin
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Abstract

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
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Achievement, Motivation, and Educational Choices: A Longitudinal Study
of Expectancy and Value Using a Multiplicative Perspective
Jiesi Guo and Philip D. Parker
Australian Catholic University
Herbert W. Marsh
Australian Catholic University, University of Oxford,
and King Saud University
Alexandre J. S. Morin
Australian Catholic University
Drawing on the expectancy–value model, the present study explored individual and gender differences
in university entry and selection of educational pathway (e.g., science, technology, engineering, and
mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expec-
tancy and task values on educational outcomes during the transition into early adulthood. Participants
were from a nationally representative longitudinal sample of 15-year-old Australian youths (N⫽10,370).
The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced
math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior
reading achievement has negative effects on advanced math course selection and STEM fields through
math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender
differences in motivational beliefs and prior academic achievement, while the processes underlying
choice of educational pathway were similar for males and females.
Keywords: self-concept, expectancy value, gender, STEM major, university entry
Supplemental materials: http://dx.doi.org/10.1037/a0039440.supp
High-skilled professions often require university training, par-
ticularly in the science, technology, engineering, and mathematics
(STEM)–related fields, which are critical for industrialized coun-
tries seeking to recover from the global financial crisis (Interna-
tional Monetary Fund, 2010;Organisation for Economic Co-
operation and Development [OECD], 2010). Unfortunately, in
Western countries, many students who have the requisite ability do
not pursue university education (Bowen, Chingos, & McPherson,
2009), and the proportion of students taking advanced math and
science courses in senior high school and subsequently pursuing
STEM pathways has declined in Australia (Lyons & Quinn, 2010)
and elsewhere (see review by Bøe, Henriksen, Lyons, & Schreiner,
2011). While females have made great strides in university enroll-
ment parity with males and are even better represented than males
in undergraduate degrees (OECD, 2010;Parker et al., 2012;
Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014;Parker,
Nagy, Trautwein, & Lüdtke, 2014;Schoon & Polek, 2011), they
are still substantially underrepresented in many STEM fields (Bøe
et al., 2011).
Drawing upon expectancy–value theory (EVT; Atkinson, 1957;
Eccles, 2009,2011;Eccles et al., 1983), many studies have been
dedicated to the identification of factors that contribute to gender
imbalance in the pursuit of educational pathways (e.g., Guo,
Marsh, Parker, Morin, & Yeung, 2015;Watt, Eccles, & Durik,
2006;Watt et al., 2012). Given that academic engagement and
aspirations in high school are highly associated with the educa-
tional career of the youth (Bowen et al., 2009;Hauser, 2010;
Kimmel, Miller, & Eccles, 2012), much attention has been given to
the interplay between academic achievement, math self-concept
(expectancy), and task value in predicting high school coursework
choices and educational and occupational aspirations (e.g., Simp-
kins, Davis-Kean, & Eccles, 2006;Wang, 2012;Watt et al., 2006,
2012). However, relatively little EVT research has been devoted to
the post– high school transition, which represents a critical point in
decision making about pathways to university and the STEM fields
of study (but see Guo, Marsh, Morin, Parker, & Kaur, 2015;Parker
et al., 2012,Parker, Marsh, et al., 2014). In the present study, we
adopt a holistic view and use the EVT framework to comprehen-
sively test the longitudinal relationships among students’ prior
achievement (i.e., reading, math, and science) and motivational
beliefs (i.e., academic self-concept, intrinsic value, and utility
value) in predicting two educational pathways—(a) high school
This article was published Online First June 8, 2015.
Jiesi Guo and Philip D. Parker, Institute for Positive Psychology and
Education, Australian Catholic University; Herbert W. Marsh, Institute for
Positive Psychology and Education, Australian Catholic University, De-
partment of Education, University of Oxford, and Psychology Department,
Education College, King Saud University; Alexandre J. S. Morin, Institute
for Positive Psychology and Education, Australian Catholic University.
This research was funded in part by grants from the Australian Research
Council awarded to Herbert W. Marsh, Alexandre J. S. Morin, and Philip
D. Parker (DP130102713) and to Philip D. Parker (DE140100080).
Correspondence concerning this article should be addressed to Jiesi Guo,
Institute for Positive Psychology and Education, 25A Barker Road, Strath-
field, NSW, Australia, 2135. E-mail: jiesiguo@gmail.com
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Developmental Psychology © 2015 American Psychological Association
2015, Vol. 51, No. 8, 1163–1176 0012-1649/15/$12.00 http://dx.doi.org/10.1037/a0039440
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... High academic motivation in mathematics and science in high school is associated not only with deeper engagement and learning and academic achievement but also with higher aspirations in these domains, which prepares students for later STEM education and careers (e.g. Guo et al., 2018;Guo et al., 2015;Jiang et al., 2018;Marsh & Martin, 2011;Wang & Degol, 2013). Research has demonstrated that expectancies more strongly predict performance outcomes (e.g. ...
... For example, findings using the traditional CLPM have indicated reciprocal associations between self-concept and academic achievement (e.g. Guo et al., 2015;Jiang et al., 2018;Marsh & Martin, 2011), while one study employing the RI-CLPM found no longitudinal effects in elementary students' reading (Ehm et al., 2019), while another study found the effects only from achievement to self-concept in undergraduate psychology students (Burns et al., 2020). However, similar reciprocal effects between maths self-concept and achievement were found when using the traditional CLPM and the RI-CLPM in a secondary school context (Marsh et al., 2022). ...
... The robust findings from previous studies on the strong positive mean-level association between self-concept and intrinsic value (e.g. Guo et al., 2015; were partly supported in this study. Science self-concept and intrinsic value were positively related contemporaneously, but science intrinsic value was negatively related to science self-concept a year later. ...
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... 1 Key factors influencing these trends include societal norms and systemic barriers that hinder access to scientific careers for women and girls. 2,3,6-12 UNESCO also found that a girl's interest in STEM is closely linked to her perception of selfefficacy and is shaped by her social environment, 10,12 including parental expectations, 13 peer influence, 10,11,14 stereotype threat [15][16][17] and media representation. 18 Additionally, early learning experiences, 19 teaching strategies, 20,21 curriculum, 22 and opportunities for mentorship play a crucial role in fostering interest in STEM among girls. ...
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Purpose To promote diversity in Science, Technology, Engineering, and Mathematics (STEM), an educational presentation and hands‐on session was organised to raise awareness of STEM career opportunities among high school girls to introduce the students to the field of medical physics. Materials and Methods The study involved 65 first‐year Senior High School girls, aged 13–16, pursuing general science in Accra, Ghana. This initiative, organised by the Girls Excellence Movement (GEM) in collaboration with a United States (US) institution, implemented the “heroes in radiation oncology” program, which included a relatable presentation and hands‐on experience in simulation to treatment planning activities. The program's effectiveness was assessed through pre‐and post‐assessment surveys, and a thematic analysis of student feedback. Results Participants' awareness of career fields showed an interest in traditional healthcare professions (92%) and engineering (73.8%), with minimal medical physics awareness (12.3%). Post‐presentation survey showed a significant change in participants' perception of medical physics 87.3%. Thematic analysis revealed increased awareness, understanding, and interest, dispelled misconceptions about radiation safety, and highlighted the interdisciplinary nature and career opportunities. The presentation was successful in inspiring participants and expanding their perspectives on medical physics. Conclusion The program raised awareness of medical physics among participants, many of whom were previously unfamiliar with the field. Participants reported a newfound understanding of the interdisciplinary nature of medical physics, its connections to biology, mathematics, and engineering.This program can easily be reproduced in community and school outreaches.
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... The age distribution suggests that most respondents are within the typical college-age range, indicating that the study findings are most relevant to young adults in early higher education, as supported by the Expectancy-Value Theory (EVT). The Self-Perception Theory also suggests that younger students are often motivated by intrinsic interest and self-belief, while older students tend to focus more on the usefulness and importance of their studies (Zhu & Chen, 2013;Yli-Piipari & Kokkonen, 2014;Guo, 2015;Abraham & Barker, 2015). 32 male student respondents made up 26.2% of the actual population, and 90 female student respondents made up 73.8% of the actual population. ...
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... Considering the influence of gender on students' test anxiety, past studies revealed contradictory findings. For instance, Guo et al. (2015); Ganley and Lubienski (2016); Rodríguez et al. (2020) reported that gender had an influence on students' test anxiety in relation to their academic achievement. Whereas, Puteh and Khalin (2016) and Owan (2020) reported that there is no significant influence of gender on students' test anxiety in relation to their academic achievement. ...
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