Gender Differences in Expectancy-Value Trajectories in Reading and Mathematics from Grades Four to Eight

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Motivation, Mindset, and Self-Regulated Learning

Abstract

Drawing on expectancy-value theory, this longitudinal study investigates gender differences in the developmental trajectories of academic self-concept, intrinsic value, and utility value among Chinese students from Grades 4 to 8. Using latent growth modeling (LGM) and latent class growth modeling (LCGM), we tracked trajectories across reading and mathematics. Girls reported higher initial expectancy-value in reading but experienced steeper declines in self-concept and intrinsic value. In contrast, boys started higher in mathematics and showed more stable trajectories in both constructs. Utility value in mathematics increased slightly for both genders, with a more pronounced rise among girls. The findings underscore the importance of gender-sensitive interventions and highlight how motivational beliefs vary and evolve dynamically during the transition from elementary to secondary education.

Authors

• Yiwen Dong, Beijing Normal University

• QIAN LI, Beijing Normal University