Profiles of Cross-Domain Expectancy and Intrinsic Value Beliefs: Relations With Gender, Socioeconomic Status, and Achievement

• In Event: AERA Poster Session 9
  In Poster Session: Social and Cultural Contexts in Learning and Instruction

Abstract

A central tenet of expectancy-value-theory is that individuals’ relative expectancies and values across multiple academic domains influence their achievement-related outcomes. However, few have investigated how expectancy-value beliefs in multiple domains combine within individuals and how such motivational configurations are related to achievement. Drawing on data from almost 6000 elementary students, we examined profiles of students’ reading, math, and science expectancy and intrinsic value beliefs and their relations with achievement in these domains. Additionally, we investigated gender and SES as predictors of profile membership. Results revealed five expectancy-value profiles, which displayed evidence of cross-domain differentiation (e.g., High-math/Low-science/Low-reading). Additionally, reading, math, and science achievement were found to significantly differ across the profiles, and gender and SES predicted profile membership in theoretically-consistent ways.

Authors

• Ana Luisa Reyes, University of Nevada - Las Vegas

• Harsha Perera, University of Nevada - Las Vegas

• Rachel Part, University of Nevada - Las Vegas

• Veronica McVoy, University of Nevada - Las Vegas