What Changed High School Students' STEM Motivation? A Longitudinal Study of Mathematics and Science Motivations

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Abstract

This study focused on the influences of contextual factors (school-based STEM activities, expectations, and learning performance) on high-school students’ mathematics and science motivations. Participants included 626 high-school students who enrolled in 20 public schools in Texas. Growth-models were examined to evaluate the trajectories of mathematics and science motivations over three high-school-years while considering the effects of school-based STEM activities, teacher/external and self/internal expectations, and academic performance. Moreover, the study investigated how students’ motivations differed by gender and other social attributes. Results indicated a significant decline in high-school students’ mathematics motivation but not science motivation. School-based STEM activities, expectations, and academic performance demonstrated significant effects on both mathematics and science motivations. Students’ mathematics motivations differed by gender and parent-education.

Authors

• Daijiazi Tang, University of Houston

• Weihua Fan, University of Houston

• Alpaslan Sahin, Harmony Public Schools