Is Motivation the Driver of STEM Engagement? Examining Expectancy-Value Constructs in Relation to STEM Engagement

• In Event: Motivation and Cognition in STEM

Abstract

In the last thirty years, student engagement has received attention as an important skill that is crucial for students’ school success. Given the positive links between engagement and these outcomes, it is critical to understand antecedents of student engagement. One antecedent of engagement is motivation. In the present study we examined the predictive relationships of students’ motivation (i.e., competence-related beliefs, values, costs) and four dimensions of student engagement (i.e., behavioral, emotional, social, agentic) over two time-points among undergraduates in math and science courses. Findings demonstrated unique and nuanced relationships among the facets of motivation and engagement dimensions. For example, we found that intrinsic value predicted all engagement dimensions, but utility value did not. We discuss implications for research and practice.

Authors

• Jessica R. Gladstone, University of Illinois at Urbana-Champaign
  Presenting Author

• Patrick N. Beymer, University of Cincinnati
  Non-Presenting Author