From College Goals to Career Success: Undergraduates’ Achievement Goals Forecast Long-Term Science Retention, Motivation, and Success

• In Event: How Motivation Shapes STEM Outcomes in Postsecondary Contexts and Beyond

Abstract

Using longitudinal latent class analysis, we identified a 6-class solution of achievement goal endorsement from first to fourth year of college among four cohorts of undergraduate science majors. Membership in High Mastery-Moderate Performance and High All classes were the most consistent predictors of short- and long-term science career retention and motivation (i.e., significantly higher cumulative science GPA, science degree attainment, and science career involvement 1-2 and 7 years post-graduation). Two classes were universally detrimental to undergraduate science majors’ persistence: Declining All and Early Drop in Mastery and Spike in Performance. These findings demonstrate achievement goals help patch the “leaky” pipeline into science fields via supporting successful entry into the scientific workforce.

Authors

• Sharlyn Ferguson-Johnson, Michigan State University

• Garam A. Lee, Michigan State University

• You-kyung Lee, Sookmyung Women's University

• Tony Perez, Old Dominion University

• Lisa Linnenbrink-Garcia, Michigan State University