The Power of Identity: Predicting Motivational Patterns and Outcomes in High School STEM Learning

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Social, Cultural, and Emotional Foundations of Student Learning and Motivation

Abstract

Amid national efforts to strengthen STEM education, understanding how student motivation develops is critical to improving academic outcomes. This study uses the High School Longitudinal Study 2009 data to examine how math and science motivational profiles relate to identity, demographics, achievement, and math/science course credits. Guided by Situated Expectancy-Value Theory, we identified five math/science motivational profiles using latent profile analysis based on self-efficacy, utility, interest, and effort. Multinomial logistic regression revealed that math and science identity, sex, race/ethnicity, and socioeconomic status significantly predicted profile membership. Finally, motivational profiles were significantly associated with students’ math and science outcomes. Findings highlight the role of identity in shaping motivation and call for support to promote STEM success among diverse learners.

Authors

• Jennie Lee, University of Illinois at Urbana-Champaign

• Qingqing Zhou, University of Illinois at Urbana-Champaign

• Cheryl Ann Cohen, Dept. of Educational Psychology, University of Illinois, Urbana-Champaign

• Alexa Rayas, University of Illinois at Urbana-Champaign

• Antonia Yuxin Hua, University of Illinois at Urbana-Champaign

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