Table 4.

Model 1, Part I: Relations between career plans and academic self-concept.

Variable	Self-concept math T1			Self-concept lang T1			Self-concept math T2			Self-concept lang T2
	β	SE	p	β	SE	p	β	SE	p	β	SE	p
Girls	–0.22	0.03	<0.001	–0.07	0.03	0.005	–0.05	0.03	0.076	0.04	0.03	0.121
German native	–0.09	0.03	0.001	0.01	0.03	0.815	0.05	0.03	0.092	0.01	0.03	0.690
Math achiev	0.69	0.03	<0.001	–0.37	0.04	<0.001	0.06	0.04	0.119	–0.02	0.05	0.700
Lang achiev	–0.04	0.04	0.254	0.65	0.04	<0.001	0.03	0.04	0.368	0.09	0.05	0.064
Comp. school	–0.01	0.03	0.964	0.04	0.04	0.360	0.03	0.03	0.310	–0.01	0.03	0.906
Career math T1							0.04	0.03	0.175	–0.03	0.03	0.295
Career lang T1							–0.01	0.02	0.121	0.04	0.02	0.121
Self-concept math T1							0.74	0.03	<0.001	–0.05	0.05	0.379
Self-concept lang T1							–0.04	0.04	0.310	0.61	0.06	<0.001

N = 1117; German native, German native language; Math achiev, Self-reported grade Mathematics (recoded); Lang achiev, Self-reported grade German (recoded); Comp school, Comprehensive school (“Integrierte Sekundarschule”); Career math T1, career plans in math-related fields at Time 1; Career lang 1, career plans in language domain at Time 1; Self-concept math T1/T2, Self-concept in mathematics at Time 1/Time 2; self-concept lang T1/T2, self-concept in language arts at Time 1/Time 2. Coefficients which are significant at least at p < 0.05 are depicted in bold.