# The longitudinal effect of perceived person-environment fit on academic trajectories and the mediating role of self-concepts and expectations of success

## TL;DR

This study explores how students' perception of fitting their environment in primary school affects their educational paths later on.

## Contribution

The study introduces a novel integration of person-environment fit and expectancy-value theories in educational research.

## Key findings

- Perceived person-environment fit in sixth grade indirectly predicts non-qualifying upper secondary education.
- Self-concepts in math and German mediate this relationship.
- Expectations of success in math did not significantly affect educational outcomes.

## Abstract

In Switzerland, a goal during lower secondary school is to secure a qualifying upper secondary education, either vocational education and training or general education. By combining person–environment fit theory and expectancy–value theory, it is assumed that students’ perceived person–environment fit in primary school is associated with whether they enter a non-qualifying upper secondary education, mediated by self-concepts and expectations of success in mathematics and German. To test this mediation, a longitudinal structural equation model (SEM) was constructed, using data from 388 Swiss students at three measurement points. The results show that students’ perceived person-environment fit in sixth grade indirectly and negatively predicted them entering a non-qualifying upper secondary education after completing ninth grade. The effect was mediated by self-concepts in mathematics and German as well as expectations of success in mathematics. The assumed effect of expectations of success on a non-qualifying upper secondary education was not significant, indicating that there are domain-specific mechanisms underlying the effects of person-environment fit and motivational beliefs on educational trajectories. Implications for theoretical conceptualization and educational practice are discussed.