Abstract & Overview
Major aims of classroom instruction in upper secondary level are a profound general knowledge and a general ability to study successfully at a University level. In order to attain these aims a positive development of students achievement in core curricular subjects, such as mathematics and English, play a critical role. Within the scope of research in educational psychology, interests have been proven to be powerful predictors of the development of achievement. However, the meaning of vocational interests for the development of achievement in mathematics and English has only been examined rarely.The present work is a longitudinal study in a German academic-track school specializing in economics. The sample comprised 168 students at the first point of measurement (in the middle of grade 11) and 135 students at the second point of measurement (at the end of grade 11). In the present work I examined the development of students achievement in two core subjects after the transition to upper secondary level. Results showed subject-specific differences in students developmental trajectories. The mean achievement in mathematical literacy decreased, whereas students achievement in English increased significantly. Further analyses revealed that especially students who decided to take a basic course in mathematics revealed a comparatively negative development of their achievement in mathematical literacy. After having conducted this general step of analysis I took an intermediate step with a mainly methodological purpose. Vocational interests according to Holland s theory of vocational choice were modelled as interest profiles. As a new finding, I could show that interest profiles are a valid reduction of Holland s scale score model. Following this, in a third part, I examined the meaning of vocational interests for the development of students achievement in upper secondary level with respect to mathematics and English. Results revealed a positive association between Realistic interests (interests in mechanical / technical activities) and the development of achievement in mathematical literacy. Meanwhile, a negative relationship between Social and Artistic (verbal / musical) interests and mathematical literacy occurred. I confirmed significant positive effects of self-concept and course level on the development of students achievement in mathematical literacy. These effects were mediated by vocational interest profiles. Thus, vocational interest profiles were found to have similar effects as subject-specific interests. At the same time, subject-specific differences became apparent in that vocational interest profiles did relate to mathematics, but not to English achievement. Further research should compare the effects of students vocational and subject-specific interests for their development of achievement. Furthermore, subject-specific differences in the relationship between vocational and subject-specific interests need to be examined.