Mathematics achievement, career aspirations, and perceived importance of mathematics: A causal modeling approach

The present study used structural equation modeling to investigate the causal priority between mathematics achievement, career aspirations, and perceived importance of mathematics among high school students. It used longitudinal data from the Longitudinal Study of Mathematics Participation (n = 1518). Mathematics achievement was measured with the Canadian Achievement Tests mathematics achievement subtest. Career aspirations and perceived importance were based on responses on a student survey. Structural models were created for each pair of variables: mathematics achievement and career aspirations, mathematics achievement and perceived importance, and career aspirations and perceived importance. Separate models were created for males and females, as well as for the overall sample. It was found that causal predominance varied by gender and by grade level. In general, mathematics achievement appears to have causal predominance over career aspirations and perceived importance. Implications are discussed.