Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Johan Korhonen, Anna Tapola, Karin Linnanmäki, Pirjo Aunio
Förläggare: Pergamon Press
Publiceringsår: 2016
Tidskrift: Learning and Instruction
Tidskriftsakronym: LEARN INSTR
Volym: 46
Artikelns första sida, sidnummer: 21
Artikelns sista sida, sidnummer: 33
Antal sidor: 13
ISSN: 0959-4752
eISSN: 1873-3263


Abstrakt

The aim of this study was to examine lower secondary school students' (N = 1152) pathways to educational aspirations. The study used multi-group structural equation modelling to investigate the predictions of academic self-concept, school burnout, achievement, and interest in mathematics and reading, in relation to educational aspirations for boys and girls. While certain factors were influential for students' academic aspirations irrespective of gender, some interesting differences also emerged. Academic self-concept and interest in reading predicted educational aspirations for both groups. However, gendered pathways emerged in how achievement and interest in mathematics predicted educational aspirations. Interest in mathematics predicted girls' educational aspirations, whereas mathematics achievement was a significant predictor for boys. School burnout had negative indirect effects through interest in reading and mathematics in both groups, but for girls, there was also a direct positive effect on educational aspirations. (C) 2016 Elsevier Ltd. All rights reserved.


Nyckelord

Educational aspirations, Mathematics, Reading, School burnout

Senast uppdaterad 2019-18-10 vid 02:45