The Longitudinal Relations Between Adolescents' Math and Science Motivation and Their Relations to STEM Outcomes

• In Event: AERA Poster Session 4
  In Poster Session: Motivation in Education SIG Poster Session: Motivation in STEM Contexts

Abstract

Understanding adolescents’ math and science motivation are essential to support their STEM-related choices. Drawing on expectancy-value theory and dimensional comparison theory, this study examined the reciprocal relations among adolescents’ math achievement and math and science motivational beliefs from 9th to 11th grade, as well as their relations to math and science classroom engagement in 11th grade and STEM major choice in college. Using a nationally representative dataset, this study found positive reciprocal effects among math achievement and math and science motivational beliefs. Moreover, adolescents’ math achievement and math and science motivational beliefs positively predicted their subsequent 11th grade and college STEM outcomes. This study highlighted the importance of focusing on both math and science motivation in supporting adolescents’ STEM choices.

Authors

• Su Jiang, University of California - Irvine

• Sandra D. Simpkins, University of California - Irvine