Costache Oana, Edelsbrunner Peter A, Becker Eva S, Sticca Fabio, Staub Fritz C, Götz Thomas
Institut für Erziehungswissenschaft, Universität Zürich, Kantonsschulstrasse 3, 8001 Zürich, Schweiz.
Institut für Verhaltenswissenschaften, ETH Zürich, Clausiusstrasse 59, 8092 Zürich, Schweiz.
Z Erziehwiss. 2022;25(2):269-291. doi: 10.1007/s11618-022-01095-y. Epub 2022 May 13.
This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from German-Swiss high schools (54% female, age T1: 15.6 years), five distinct growth classes were identified in a bivariate growth model. Two of these classes showed clear differentiation between intrinsic value beliefs regarding the two subjects and stable growth in the preferred subject. The other three classes were characterized by mean differences (high, medium, low intrinsic value beliefs) and moderate decline in both subjects. The five growth classes were associated with different career orientations at the end of the 11th grade, with students exhibiting particularly high career orientations in one subject when intrinsic value regarding the other subject was low. Gender differences in career orientations could be fully explained by gender membership in the five growth classes.
这项纵向研究调查了9至11年级学生在数学和法语学科中内在价值信念发展的不同轨迹，以及它们与职业抱负的相关性。利用来自德国瑞士高中的850名学生的数据（54%为女性，T1年龄：15.6岁），在双变量增长模型中确定了五个不同的增长类别。其中两个类别显示出在两门学科的内在价值信念之间有明显差异，且在偏好的学科中有稳定增长。另外三个类别则以平均差异（高、中、低内在价值信念）和两门学科的适度下降为特征。这五个增长类别与11年级末不同的职业取向相关，当另一门学科的内在价值较低时，学生在一门学科中表现出特别高的职业取向。职业取向中的性别差异可以通过五个增长类别中的性别归属得到充分解释。
