Mathematics and science achievement in adolescence, the effects of life course goals and self-concept

grantor: University of TorontoThis study investigated the individual and combined effects of life course goals (academic and social) and self-concept (academic, social, and mathematics) on mathematics and science achievement in high school (cross-sectional sample from grades 9-12). These effects were examined as a function of grade, sex and educational class condition (males; females from coeducational classes; females from a single sex intervention program). This subject pool (n = 522) was drawn from a larger longitudinal study. Responses to self-report questionnaires were combined with Ontario School Record data. Mathematics self-concept, academic self-concept, and academic goals declined throughout the high school years. Mathematics self-concept was lowest among females without the special educational experience. Females reported higher levels of importance of mathematics and science to desired careers. Mathematics self-concept, academic self-concept, and time on mathematics were consistently significant predictors of mathematics and science achievement for the full sample and among the various subgroups, but these patterns differed somewhat by sex and educational experience, suggesting that the impact of goals and self-concept may alternate as a function of educational context.M.A