Table 6.

Model 2, Part I: Relations between career plans and utility value.

Variable	Utility math T1			Utility lang T1			Utility math T2			Utility lang T2
	β	SE	p	β	SE	p	β	SE	p	β	SE	P
Girls	–0.13	0.03	<0.001	0.06	0.04	0.168	–0.03	0.04	0.441	0.03	0.03	0.437
German native	–0.13	0.04	<0.001	–0.08	0.04	0.041	0.11	0.03	0.001	–0.02	0.04	0.507
Math achiev	0.24	0.04	<0.001	–0.11	0.04	0.007	0.13	0.04	0.002	–0.09	0.03	0.004
Lang achiev	–0.02	0.04	0.629	0.24	0.04	<0.001	–0.01	0.04	0.838	0.12	0.04	0.005
Compr school	0.16	0.05	0.001	0.15	0.04	0.001	0.07	0.04	0.066	0.03	0.03	0.317
Career math T1							–0.01	0.04	0.704	–0.05	0.03	0.130
Career lang T1							–0.04	0.03	0.114	0.05	0.03	0.037
Utility math T1							0.56	0.04	<0.001	0.02	0.04	0.605
Utility lang T1							–0.02	0.04	0.598	0.53	0.04	<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 T1, career plans in language domain at Time 1; Utility math T1/T2, Utility value in mathematics at Time 1/Time 2 Utility lang T1/T2, Utility value in language arts at Time 1/Time 2. Coefficients which are significant at least at p < 0.05 are depicted in bold.