Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices.

Abstract

Reports an error in Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices by Rebecca Lazarides, Anna-Lena Dicke, Charlott Rubach and Jacquelynne S. Eccles (Journal of Educational Psychology, 2020[Jan], Vol 112[1], 70-92). In the original article, the author note should have included that Jacquelynne S. Eccles is now also at the Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2019-30969-001). Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood. (PsycINFO Database Record (c) 2020 APA, all rights reserved)