Developmental Dynamics of Expectancy and Value Beliefs in STEM and Language: Gender Stereotyping Influences

Drawing on the Expectancy-Value Theory, the present study aims to analyze high school students’ developmental patterns of self-concept of ability, expectancies, intrinsic values, and utility values in various subject areas during the transition to post-compulsory secondary education (Baccalaureate) in Spain. A total of 1,805 secondary students (881 males, 924 females) participated the study. Most of the participants belonged to intermediate SES families. The results of the LGC analysis using a multiple group procedure show significant declines in all motivational dimensions and domains during the transition to Baccalaureate. Similarly, the initial level of each motivational dimension predicted its degree of development over the four-year period. The value components experienced further declines than the expectancies components. Gender differences were observed, with females showing more stability over time in the development of motivation in Spanish language. The theoretical and practical implications of these findings for future career-related choices are further discussed.