Prediction from early development to later achievement has the potential to improve clinical and educational service delivery as well as to inform developmental theory. In this longitudinal study, we asked how well can educational achievement measured in the final year (Grade 9, age 15) of compulsory education--both overall and for outcomes in the…

The present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association with student's motivation, specifically, their perceived control. In a longitudinal study following 391 students across three measurement points, encompassing the transition from 9th to 10th grade (from basic to…

I summarize a theoretical model of the social, cultural, and psychological influences on achievement-related choices and outline how this model can help us understand gendered educational and occupational choices. I argue that both gender differences and individual differences within each gender in educational and occupational choices are linked…