Student-Perceived Mothers' and Fathers' Beliefs, Mathematics and English Motivations, and Career Choices.

According to Eccles and Jacobs' (1986) parent socialization model, parents' gendered ability and value beliefs influence girls' and boys' interpretations of those beliefs, and hence students' domain-specific valuing of tasks and competence beliefs and subsequent career plans. Studies have rarely analyzed how both student-perceived mothers' and fathers' beliefs affect girls' and boys' task values, success expectancies, and career plans across domains. This study analyzed survey data of 459 students (262 boys) assessed through Grades 9, 10, and 11 from three coeducational secondary schools in Sydney, Australia. Longitudinal structural equation models revealed gendered value transmission pathways for girls in mathematics. Although mathematics test scores did not vary statistically significantly, girls reported statistically significantly lower mothers' ability beliefs for them in mathematics than boys at Time 1, which led to their statistically significantly lower mathematics intrinsic value at Time 2 and mathematics-related career plans at Time 3. Such gendered pathways did not occur in English. Matched same-gender effects and gendered pathways in parent socialization processes were evident; perceived mothers' value beliefs were more strongly related to girls' than boys' importance values in English. Student-perceived fathers' ability beliefs positively predicted boys', not girls', importance value in mathematics. Implications for educational practice emphasize the need to target girls' and boys' interest when aiming to enhance their mathematical career motivations.

To Those Who Have, More Will Be Given? Effects of an Instructional Time Reform on Gender Disparities in STEM Subjects, Stress, and Health.

Educational reformers all around the globe are continuously searching for ways to make schools more effective and efficient. In Germany, this movement has led to reforms that reduced overall school time of high track secondary schools from 9 to 8 years, which was compensated for by increasing average instruction time per week in lower secondary school (Grades 5-10). Based on prior research, we assumed that this reform might increase gender disparities in STEM-related outcomes, stress, and health because it required students to learn similar content in less amount of time. Therefore, we investigated how the school time reform affected gender disparities at the end of upper secondary school between 2011 and 2013. Specifically, we considered representative data of the last two cohorts who completed lower secondary school before the reform (N = 2,405) and the first two cohorts after the reform (N = 2,413) from the National Educational Panel Study. Potential differences in gender disparities were investigated for upper secondary school outcomes of subject-specific standardized test performance, self-concept, and interest in mathematics, biology and physics, as well as outcomes of school-related stress and health. Overall, we found substantial disparities between girls and boys, which seemed to change little after the reform. Exceptions were the statistically significant gender × reform interactions for one stress dimension (Overload) and two health dimensions (Overburdening and Achievement-related fear) which increased for both boys and girls, but more strongly for girls.

Adolescents' Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing.

Pertinent to concern in Australia and elsewhere regarding shortages in STEM fields, motivational expectancies and values predict STEM study and career aspirations. Less is known about how "cost" values may deter, and how expectancies/values and costs combine for different profiles of learners to predict achievement aspirations and psychological wellbeing outcomes. These were the aims of the present study using established measures of perceived talent, intrinsic and utility values, and a new multidimensional "costs" measure as the platform to explore a typology of mathematics/science learners. Grade 10 Australian adolescents (N = 1,172; 702 girls) from 9 metropolitan Sydney/Melbourne schools completed surveys early 2012/2013. Latent profile analyses educed profiles within each of mathematics and science: "Positively engaged" scored high on positive motivations, low on costs; "Struggling ambitious" were high for both positive motivations and costs; "Disengaged" exhibited generally low scores on positive motivations but high costs. MANOVAs examined mathematics/science profile differences on clustering variables, experienced learning environments, achievement background and striving, career aspirations and psychological wellbeing. Positively engaged/Struggling ambitious were distinguished by high costs perceived by Struggling ambitious, associated with debilitated psychological wellbeing, but not eroding achievement striving. A greater proportion of boys was in this risk type. Disengaged students reported lowest STEM-related career aspirations, aimed marks and history of results; in mathematics, a greater proportion of girls was in this risk type. Profiles could be conceptualized along dimensions of achievement striving and psychological wellbeing. Similar profiles for mathematics and science, and coherent patterns of antecedents and outcomes, suggest several theoretical and educational implications.

Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record

Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States.

In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 samples came from suburban middle to upper-middle socioeconomic backgrounds, primarily of Anglo-European descent. Multivariate analyses of variance revealed stereotypic gender differences in educational and occupational outcomes only among the Australian sample. Multigroup structural equation models identified latent mean differences where male adolescents held higher intrinsic value for math in the Australian sample and higher ability/success expectancy in both North American samples. Ability/success expectancy was a key predictor in the North American samples, in contrast to intrinsic value in the Australian sample. Attainment/utility ("importance") values were more important for female adolescents' career choices, except in the Australian sample. Findings are interpreted in relation to gender socialization practices, degree and type of early choice, and specialization across settings. Implications are discussed for long-term math engagement and career selection for female and male adolescents. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students.

Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values declined through adolescence, and ratings about difficulty and effort required increased. Gender differences favored boys for math and girls for English, with little evidence for gender intensification or gender convergence hypotheses. Explanations reference socialization and social-cognitive developmental theories and features of the curricula, with domain-specific patterns implying domain-specific explanations. Existing research is extended by modeling a broadened set of social-cognitive constructs within the Australian context.