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This chapter focuses on a model of achievement-related choices and the ongoing Michigan Study of Adolescent Life Transitions study. After reviewing the support for this model, we provide a brief overview of recent evidence supporting the power of the most proximal predictors of achievement-related choices, expectations for success and subject task value. In the final section, we discuss more specifically how gender roles relate to the model and how gender roles can lead to different educational and occupational choices.(PsycInfo Database Record (c) 2022 APA, all rights reserved)