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The co-developmental process of math and reading motivational beliefs during childhood and early adolescence and its relation to educational attainment in college
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DOI：10.1016/j.cedpsych.2026.102482.png)
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Abstract
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• Among children who entered school with lower initial achievement scores, math and reading ability self-concept declined from 3rd to 6th grade, whereas math and reading subjective task value demonstrated a more complex, quadratic pattern of change. • Math ability self-concept predicted postsecondary education enrollment through educational aspirations in 9th grade, whereas reading ability self-concept and math and reading subjective task value were not significantly associated with postsecondary enrollment. • Math ability self-concept may be an important motivational factor for supporting long-term educational outcomes among children with early academic support needs.
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