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The role of parental expectations and students’ motivational profiles for educational aspirations. (English)
Learn. Individ. Differ. 51, 29-36 (2016).
Summary: The present study examined the stability and change of students’ motivational profiles from Grade 7 (Time 1) to Grade 9 (Time 2), using task values and self-concepts of ability in mathematics, Finnish language, and arts as indicator variables. The study also examined the effects of students’ (Grade 7: $N=231$; Grade 9: $N=237$) motivational profiles and of their parents’ educational expectations at Grade 7 on their short- and long-term educational plans at Grade 9, controlling for gender and academic achievement. The latent profile analysis identified four motivational profiles: (1) low motivation group; (2) high motivation group; (3) math-motivated group; (4) practical group, which were highly stable from Grade 7 to Grade 9. The results showed that, compared students in the {\it practical group} at Grade 7, the students’ in the {\it high motivation group} and in the {\it math}-{\it motivated group} were significantly less likely to aim for a degree from a vocational school than a degree from an academic track (short term), or a university (long term). Furthermore, mothers’ and fathers’ high expectations for students’ short- and long-term plans at Grade 7 contributed positively to high educational expectations among adolescents at Grade 9.
Classification: C23 C63
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