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Cross-Domain Effects Across Math- and Language Arts-Related Expectancy-Value Beliefs and Their Implications: A Developmental Perspective

Sun, April 15, 8:15 to 9:45am, Millennium Broadway New York Times Square, Floor: Seventh Floor, Room 7.02-7.03

Session Type: Symposium

Abstract

Students’ academic expectancy-value beliefs play a central role in shaping their educational and occupational choices. For instance, being (objectively and subjectively) good at math and valuing math is associated with a comparatively higher probability of pursuing math-intensive careers, whereas being good at and valuing other domains (e.g., language arts) can decrease this probability. Expanding upon prior evidence and drawing on complementary theoretical perspectives, this symposium focuses on the following questions: What are the joint developmental trajectories of students’ expectancy-value beliefs and performance across the verbal and the math domains? What factors and processes can explain interindividual differences in these developmental trajectories? and To what extent can students’ achievement and expectancy-value beliefs across domains explain systematic differences in students’ career choices?

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