Abstract
AbstractThe present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school and the second year of high school education participated. The analyses showed that the associations between the different motivational dimensions declined during the transition to high school education. In addition, students’ self-concept of ability strongly predicted the other two aspects of motivation. Moreover, males and students from higher SES backgrounds and with high academic performance at the beginning of the study experienced higher intrinsic value, self-concept, and expectations in social sciences than females and students from lower SES families and with a lower level of performance. The results are discussed from the viewpoint of their theoretical and practical implications related to youth motivation and career planning.
Funder
Agencia Estatal de Investigación
Universitat Oberta de Catalunya
Publisher
Springer Science and Business Media LLC