The Role of Academic Performance, Self-Concept of Ability, and Gender in Adolescents’ Educational Plans in Finland

• In Event: Gender and Educational and Occupational Choices: International Perspectives

Abstract

Objectives
The aim of this presentation was to examine how adolescents’ academic performance and self-concept of ability are related first, with each other; and second, to adolescents’ educational plans at their time of transition to secondary education (after grade 9, at age of 16). A special focus is on the role of gender in these relations.

Perspective/theoretical framework
Previous literature findings show that students’ self-concepts of ability predict their future plans and choices: individuals are more likely to choose educational paths in which they believe in their abilities (e.g. Eccles, 2009; Simpkins et al., 2006). In addition, students’ academic performance affects their educational choices (e.g. Chow et al., 2012). Although gender differences in performance and self-concepts have been reported (e.g. Wigfield & Eccles, 2002), further research is needed on whether their role is the same for both boys and girls in the development of their educational plans. The present study carried out among Finnish adolescents aimed to further contribute to this area.

Methods
To analyze these quantitative longitudinal data, the following methods were applied: path analyses examined the cross-lagged relationships between performance and self-concept of ability in math and Finnish language, separately. Educational plans (choosing academic/vocational secondary education, and highest planned level of education) were added to the model as outcome measures. Multigroup models examined gender moderation in the aforementioned associations.

Data
This study is a part of the larger ongoing JEPS study. For this presentation, 280 students (134 girls) were surveyed once at grade 7 and again at grade 9. At both timepoints students filled in a questionnaire concerning their math and Finnish language grades and self-concepts of ability. At grade 9 they also reported their future educational intentions.

Results/conclusions
The results showed that adolescents’ academic performance and self-concepts of ability positively predicted each other from grade 7 to grade 9. In addition, both academic performance and self-concepts predicted future educational plans: in general, higher performance and self-concepts in math/Finnish language predicted higher educational intentions.

However, gender differences were found in predictive influences in the case of Finnish language. Among boys, self-concept of ability affected future plans indirectly via their performance level: the higher their self-concept of ability related to Finnish language at grade 7, the higher was performance at grade 9, which then predicted higher career plans. Among girls, higher level of self-concept predicted higher career plans directly.

Significance
Although performance and self-concepts play an important role when adolescents are planning their future education, their role may not be the same for boys and girls in all subject areas, as also shown in some other studies. This indicates, for example, that boys and girls might benefit from different kinds of support aimed to enhance either their performance or self-concepts during critical educational transitions.

Authors

• Jaana Viljaranta, University of Jyväskylä

• Eija Räikkönen, University of Jyväskylä

• Kaisa Aunola, University of Jyväskylä

• Jari-Erik Nurmi