Table 7.

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

	Career math T1			Career lang T1			Career math T2			Career lang T2
	β	SE	p	β	SE	p	β	SE	P	β	SE	P
Girls	–0.11	0.04	0.001	0.10	0.04	0.011	–0.08	0.04	0.038	0.06	0.05	0.173
German native	–0.06	0.04	0.083	–0.06	0.03	0.033	0.05	0.04	0.220	–0.03	0.04	0.446
Math achiev	0.18	0.05	<0.001	–0.05	0.04	0.176	0.01	0.05	0.909	0.05	0.04	0.216
Lang achiev	–0.02	0.03	0.491	0.13	0.05	0.007	0.04	0.05	0.429	–0.05	0.05	0.264
Comp school	–0.23	0.03	<0.001	–0.22	0.03	<0.001	–0.08	0.05	0.232	–0.13	0.04	0.001
Utility math T1							0.06	0.04	0.163	0.03	0.05	0.486
Utility lang T1							–0.06	0.03	0.054	0.08	0.04	0.047
Career math T1							0.57	0.05	<0.001	–0.02	0.04	0.729
Career lang T1							–0.05	0.05	0.291	0.58	0.04	<0.001

N = 1117; Career math T1/T2, career plans in math-related fields at Time 1/ Time 2; Career lang T1/T2, career plans in language domain at Time 1/ Time 2; 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”); Utility math T1, Utility value in mathematics at Time 1; Utility lang T1 = Utility value in language arts at Time 1. Coefficients which are significant at least at p < 0.05 are depicted in bold.