Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts

Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified aModerate Math Decline/Stable High Language Artsclass and aModerate Math Decline/Strong Language Arts Declineclass for students' ASC trajectories. Students' intrinsic value trajectories included aStrong Math Decline/Language Arts Decline Leveling Off, aModerate Math Decline/Strong Language Arts Decline, and aStable Math and Language Arts Trajectoriesclass. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.