Trajectories of change in students’ self-concepts of ability and values in math and college major choice

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Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “, 2014), there is evidence that both the initial levels (intercepts) and rates of change (slopes) of motivation differentially predict outcomes (e.g., Kosovich et al., 2017; Musu-Gillette et al., 2015).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Research shows that motivational constructs impact a variety of academic outcomes such as college major choice and coursetaking patterns (e.g., Musu-Gillette et al., 2015).”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Additionally, one could examine whether changes in individuals’ math motivation patterns predict math outcomes above and beyond individuals’ math motivation patterns at any particular time point (e.g., Petersen & Hyde, 2017; Musu-Gillette et al., 2015).”