Task-values across subject domains: A gender comparison using a person-centered approach

Angela Chow · Katariina Salmela‐Aro

56 citations0/0 files storedInternational Journal of Behavioral Development

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Education, Achievement, and Giftedness Career Development and Diversity School Choice and Performance

Abstract

This study examined what kinds of groups can be identified according to students’ task-values across four subject domains (languages, math and science, social sciences, practical subjects) and the related gender differences using a person-centered approach. Latent class analysis was applied to classify 638 students (mean age = 15) into four task-value groups, namely, all-subjects (55%), practical-subjects (5.7%), high-math-and-science (20.2%) and low-math-and-science (19.1%) groups. Significant gender differences were found: boys dominated the high-math-and-science group (boys = 98%), while girls dominated the low-math-and-science group (girls = 82%). Compared to the low-math-and-science group, the high-math-and-science group reported a stronger tendency in furthering their studies immediately after the completion of compulsory education.

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References

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