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RESEARCH PRODUCT

The role of parental expectations and students' motivational profiles for educational aspirations

subject

description

Abstract The present study examined the stability and change of students' motivational profiles from Grade 7 (Time 1) to Grade 9 (Time 2), using task values and self-concepts of ability in mathematics, Finnish language, and arts as indicator variables. The study also examined the effects of students' (Grade 7: N  = 231; Grade 9: N  = 237) motivational profiles and of their parents' educational expectations at Grade 7 on their short- and long-term educational plans at Grade 9, controlling for gender and academic achievement. The latent profile analysis identified four motivational profiles: (1) low motivation group; (2) high motivation group; (3) math-motivated group; (4) practical group, which were highly stable from Grade 7 to Grade 9. The results showed that, compared students in the practical group at Grade 7, the students' in the high motivation group and in the math - motivated group were significantly less likely to aim for a degree from a vocational school than a degree from an academic track (short term), or a university (long term). Furthermore, mothers' and fathers' high expectations for students' short- and long-term plans at Grade 7 contributed positively to high educational expectations among adolescents at Grade 9.