Exploring situated expectancy-value theory: A study of gendered higher education choices
The paper explores the way in which motivational beliefs, gender roles and stereotypes, cultural resources and practices shape students' choices of university courses in technical sciences and social sciences and humanities. It is grounded in Eccles et al.'s situated expectancy-value theor...
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| Format: | Article |
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University of Belgrade, Faculty of Philosophy, Institute of Psychology
2024-01-01
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| Series: | Psihološka Istraživanja |
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| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2024/0352-73792402197P.pdf |
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| author | Pikić-Jugović Ivana Doolan Karin Baranović Branislava |
| author_facet | Pikić-Jugović Ivana Doolan Karin Baranović Branislava |
| author_sort | Pikić-Jugović Ivana |
| collection | DOAJ |
| description | The paper explores the way in which motivational beliefs, gender roles and stereotypes, cultural resources and practices shape students' choices of university courses in technical sciences and social sciences and humanities. It is grounded in Eccles et al.'s situated expectancy-value theory, with an emphasis on the importance of its gender dimension, as well as sociocultural background as expressed through cultural capital indicators. Questionnaire data were collected from 1301 secondary school students in Croatia. Results indicate that motivational beliefs, especially utility values, are the strongest predictors of study choice for both young women and men. Traditional gender roles predict weaker intentions to choose gender nonstereotypical courses. Endorsing gender stereotypes about a lesser talent of one's own gender for occupations in technical sciences or social sciences and humanities predicts weaker intentions to choose courses in those fields of study. Finally, reading practices, serving as an indicator of cultural capital, add to the explanation of social science and humanities course choices for both young women and men. The implication of the study is the need to create intervention programmes aimed at deconstructing gender roles and challenging pupils' stereotypes about educational domains and occupations. |
| format | Article |
| id | doaj-art-22114bcb0a964023a70e673d948fd45b |
| institution | Kabale University |
| issn | 0352-7379 2560-306X |
| language | English |
| publishDate | 2024-01-01 |
| publisher | University of Belgrade, Faculty of Philosophy, Institute of Psychology |
| record_format | Article |
| series | Psihološka Istraživanja |
| spelling | doaj-art-22114bcb0a964023a70e673d948fd45b2025-02-05T13:18:53ZengUniversity of Belgrade, Faculty of Philosophy, Institute of PsychologyPsihološka Istraživanja0352-73792560-306X2024-01-0127219722210.5937/PSISTRA27-497180352-73792402197PExploring situated expectancy-value theory: A study of gendered higher education choicesPikić-Jugović Ivana0https://orcid.org/0000-0003-0362-0259Doolan Karin1https://orcid.org/0000-0002-6478-062XBaranović Branislava2https://orcid.org/0000-0001-6768-3596Institute for Social Research in Zagreb, Centre for Educational Research and Development, Zagreb, CroatiaUniversity of Zadar, Department of Sociology, Zadar, CroatiaInstitute for Social Research in Zagreb, Centre for Educational Research and Development, Zagreb, CroatiaThe paper explores the way in which motivational beliefs, gender roles and stereotypes, cultural resources and practices shape students' choices of university courses in technical sciences and social sciences and humanities. It is grounded in Eccles et al.'s situated expectancy-value theory, with an emphasis on the importance of its gender dimension, as well as sociocultural background as expressed through cultural capital indicators. Questionnaire data were collected from 1301 secondary school students in Croatia. Results indicate that motivational beliefs, especially utility values, are the strongest predictors of study choice for both young women and men. Traditional gender roles predict weaker intentions to choose gender nonstereotypical courses. Endorsing gender stereotypes about a lesser talent of one's own gender for occupations in technical sciences or social sciences and humanities predicts weaker intentions to choose courses in those fields of study. Finally, reading practices, serving as an indicator of cultural capital, add to the explanation of social science and humanities course choices for both young women and men. The implication of the study is the need to create intervention programmes aimed at deconstructing gender roles and challenging pupils' stereotypes about educational domains and occupations.https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2024/0352-73792402197P.pdfsituated expectancy-value theoryeducational choicesgendermotivationsecondary school students |
| spellingShingle | Pikić-Jugović Ivana Doolan Karin Baranović Branislava Exploring situated expectancy-value theory: A study of gendered higher education choices Psihološka Istraživanja situated expectancy-value theory educational choices gender motivation secondary school students |
| title | Exploring situated expectancy-value theory: A study of gendered higher education choices |
| title_full | Exploring situated expectancy-value theory: A study of gendered higher education choices |
| title_fullStr | Exploring situated expectancy-value theory: A study of gendered higher education choices |
| title_full_unstemmed | Exploring situated expectancy-value theory: A study of gendered higher education choices |
| title_short | Exploring situated expectancy-value theory: A study of gendered higher education choices |
| title_sort | exploring situated expectancy value theory a study of gendered higher education choices |
| topic | situated expectancy-value theory educational choices gender motivation secondary school students |
| url | https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2024/0352-73792402197P.pdf |
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