It’s Not All About Recognition and Influence: The Role of Communal and Agentic Goals and Motives in Science for Diverse High School Students

• In Event: Cognitive and Motivational Processes in STEM Contexts

Abstract

In this study, we consider the intersections of the goal congruity framework and a related model distinguishing between self-transendent versus self-oriented motives in learning. Each approach to understanding students’ motivations calls attention to the value of communal oreintations and contrasts them with individualistic motives. We found that students’ self-oriented motives in science and perceived communal goal affordances explained unique variance of students’ identifying with science community values and the attainment value students attributed to learning science. Whereas self-oriented motives uniquely predicted the intrinsic and interest value students attributed to learning science, the perceived communal goal affordances of science uniquely predicted the utility value students attributed to learning science.

Authors

• Ross C. Anderson, Creative Engagement Lab

• Jenefer E. Husman, University of Oregon

• Matthew Kim, University of Kentucky

• Ed Madison, University of Oregon