How do Boys’ and Girls’ Self-Beliefs and Values Develop in Math and English through Australian Grades 7 to 11? Paper presented in Symposium titled ‘Understanding the Development of Adolescents’ Academic Beliefs through School and Beyond’ (Discussant – Robert Roeser) at the SRA Biennial Conference: Baltimore, March 11-14, 2004 Helen Watt University of Western Sydney
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How do Boys’ and Girls’ Self-Beliefs and Values Develop in Math and English through Australian Grades 7 to 11? Paper presented in Symposium titled ‘Understanding.
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How do Boys’ and Girls’ Self-Beliefs and Values
Develop in Math and English through Australian Grades 7 to 11?
Paper presented in Symposium titled ‘Understanding the Development of Adolescents’
Academic Beliefs through School and Beyond’ (Discussant – Robert Roeser)
at the SRA Biennial Conference: Baltimore, March 11-14, 2004
Helen Watt University of Western Sydney
THEORETICAL FRAMEWORKTHEORETICAL FRAMEWORK
cultural child’s perceptions of child’s goals and expectation milieu socialisers’ attitudes general self-schemata, of success and expectations, S-C ability, perceived
gender roles and task demands activity stereotypes
socialisers’ beliefs and behaviours achievement- related choices
differential aptitudes of child previous child’s interpretation child’s affective subjective achievement- of experience: causal memories task value related attributions, locus of experiences control
Figure 1. The current form of the Expectancy-Value model. Adapted from Wigfield, A. & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Key QuestionsKey QuestionsGiven important achievement-related outcomes from key E-V constructs:
• What are the developmental trajectories for key E-V constructs?
• Can we explain gender and age effects?
• Are trajectories domain specific?
• Are critical intervention points identifiable?
MeasuresMeasures
Based on those of Eccles, Wigfield and colleagues for
Self beliefs:
• Perceived talent
• Success expectancies
Values:
• Intrinsic value
• Utility value
Current EvidenceCurrent Evidence
• Transition studies
• Pubertal timing explanations
• Person-environment fit (Eccles & Midgley, 1989, 1990)
• Temporary decrements with recovery (Wigfield et al., 1991)
• Recent research shows continued declines (Jacobs et al., 2002; Watt, in review)