Growth trajectories of self-concept and interest in mathematics and language – Individual differences and cross-domain relations

Abstract

Background: Motivational beliefs seem to decline for many during adolescence. Although this may reflect a mismatch between students' needs and the secondary schools' resources, general declines may also stem from increased dimensional comparison processes: students’ motivational beliefs tend to become increasingly domain-specific during adolescence. Yet, inter- and intraindividual differences in students' co-developmental processes of self-concept and interest across domains have rarely been studied. Aim: This study examined what kinds of developmental trajectories of self-concept and interest in mathematics and L1 can be identified among adolescents across lower-secondary education, and whether trajectories and cross-domain relations differ between genders. Sample: We followed 612 students across Grades 7–9 (13–15-year-olds). Methods: Growth mixture models were applied to identify distinct motivational trajectories of math and L1 self-concept and interest across Grades 7–9. Multi-group growth models were used to compare growth trajectories and cross-domain relations between genders. Results: Students’ development in math and L1 motivation were rather homogenous across grades 7–9, and many experienced declines in their motivation after entering Grade 7. Yet, there was a clear differentiation across domains among girls: their L1 motivation was significantly higher than their math motivation. For both boys and girls, several negative cross-domain relations between math and L1 motivation were detected. Conclusion: The findings should be considered when supporting students' motivation in schools. Dimensional comparisons coupled with gendered stereotypes may unnecessarily hinder some students from engaging in math and aspiring for math-related career alternatives, despite having high performance in math.