How do you answer 'what are your academic interests'?
Academic Interests - College Confidential
In a related line of study, examined gender differences in changes in youth’s subjective task values for math and language arts from 1st grade through 12th grade. Subjective task values refer to youth’s reports of how fun math and language arts are, how interested they are in math and language arts, the importance of math and language arts skills, and the utility of math and language arts. They found that girls had higher task values in language arts, but there were no gender differences in math values. Further, boys’ and girls’ subjective task values declined significantly over time, and there were no gender differences in the rate of decline. In the present study, we focused on interests in academic subjects as one component of achievement motivation and examined changes in youth’s interests from about age 7 to about age 18. The present study expands on the work of by examining school transitions and parent characteristics as predictors of changes in academic interests.
What is an example of an academic interest or activity?
In the present study, we expanded in several ways upon previous research on the role of junior and senior high school transitions in youth’s academic adjustment. First, most work on school transitions has focused on mean level differences between groups of youth who transitioned versus those who did not, or on mean level changes over time. In contrast, the present study examined changes in youth’s academic interests and grades across both the junior high and high school transitions using a multilevel modeling approach, an analytic strategy that allowed us to chart within-individual change in youth who were followed over a 9-year period. Previous research on school transitions has highlighted the negative implications for youth’s academic functioning. In this study we also expanded on prior work by examining potential protective factors that may buffer youth from the negative effects of school transitions. Specifically, as we elaborate below, we investigated whether parents’ characteristics, namely, expectations for their offspring’s school achievement, interest in academics, and their education levels protected youth from exhibiting the expected declines in academic interests across the junior high and senior high transitions.