Abstract
This study examined contributions to adolescents' intentions for senior courses of study Variations were explored by gender, content domain and social context. Participants were adolescent girls and boys (n = 930) in co-educational and single-sex schools. Results generally supported an expectancy-value model of academic choice. Adolescents' intentions for further study were based on perceptions, rather than actual performance in Mathematics and English. At a personal level, there were cross-influences between domains about usefulness. At a social level, perceptions of natural talent added to explanations of intentions in the gendered context of schooling. The findings add to our understanding of the actual, personal and social basis of self-categorisations that contribute to educational choices.
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