Math and science motivation: a longitudinal examination of the links between choices and beliefs
Abstract
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender.
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Starting in elementary school, boys have higher levels of interest in math than girls, and the difference holds even when controlling for prior math achievement.
“Starting in elementary school, gender differences also appear in boys ' and girls ' interests in different academic subjects; for example, elementary school-aged boys have higher levels of interest in math than do girls -and the difference holds even when controlling for prior math achievement (Simpkins et al., 2006).”
From Gender and Education (2015) · cites this paper as Simpkins et al., 2006
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ResultA Model of Factors Contributing to STEM Learning and Career Orientation
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“This finding contradicts other research that supported mathematics self-efficacy as predictive of STEM persistence in mixed-ability groups of students (e.g., Mau, 2003; Simpkins et al., 2006).”
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Utility-value intervention with parents increases students’ STEM preparation and career pursuit
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“Furthermore, correlational and longitudinal research has shown that utility value is a significant predictor of mathematics and science course-taking and STEM major enrollment (1, 14, 15).”
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“Many researchers have shown that students’ competence-related beliefs and task values predict their performance and course-taking in STEM fields (e.g., Meece, Wigfield, & Eccles, 1990; Musu-Gillette, Wigfield, Harring, & Eccles, 2015; Simpkins et al., 2006).”
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“…beliefs about an academic domain, deeming it personally unimportant and feeling that their self-esteem is not contingent on their performance in that domain (i.e., who are less domain-identified) show less participation and interest in those fields (Crocker and Major 1989; Simpkins et al. 2006).”
BackgroundInfluentialThe effects of an afterschool STEM program on students’ motivation and engagement
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“We measured science interest value with two items that are related to items from Simpkins et al. (2006) and that replicate those from Jones, Wilkins, Long, and Wang (2012) who found the scale to be valid and reliable (α = .91).”
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“Nevertheless, quite a number of more recent studies comparing means on STVs for math and science have found no significant differences between boys and girls (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Simpkins et al., 2006), suggesting a possible narrowing of the gender gap.”
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“…being more likely to choose to take mathematics and science courses when they have either high expectations for success or value for those courses or both (e.g., Eccles, Barber, Updegraff, & O’Brien, 1998; Simpkins et al., 2006; Updegraff et al., 1996; Watt, 2005; Watt, Eccles, & Durik, 2006).”
BackgroundChildren's Effortful Control and Academic Achievement: Mediation Through Social Functioning
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“The associations between sex and achievement are complex, with some findings showing that girls outperform boys and others demonstrating the reverse relation or no relation (Frome & Eccles, 1998 ; Jordan, Kaplan, Olah, & Locuniak, 2006 ; Simpkins, Davis-Kean, & Eccles, 2006 ; Valiente et al, 2008 ).”
Harnessing Values to Promote Motivation in Education
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“…parental behaviors, participation in out-of-school activity, and self-concepts needs further investigation, particularly with students in elementary school (Simpkins et al., 2006), but these studies provide evidence for the importance of the relation between out-of-school activity and mathematics.”
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“Although children begin school with high interest in science (Simpkins, Davis‐Kean, & Eccles, 2006 ) and math (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002 ), the results of longitudinal studies suggest that their attitude towards science decreases over time, with a significant drop at junior high (Eccles et al, 19…”
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Bøe, M. (2012) · Science Education · doi:10.1002/sce.20461 · Cited by 105 · see citing works
The Relationship of STEM Attitudes and Career Interest
Wiebe, E., Unfried, A., & Faber, M. (2018) · Eurasia Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/92286 · Cited by 104 · see citing works
Lazarides, R., & Watt, H. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.11.005 · Cited by 104 · see citing works
“Students’ success expectancies as well as their task values (Simpkins et al., 2006; Watt, 2006; Watt et al., 2012) have been shown to predict their mathematics-related career intentions, with some studies suggesting task values as stronger predictors (Bong, 2001; Meece, Glienke, & Burg, 2006).”
ResultThe Mathematics Value Inventory for General Education Students: Development and Initial Validation
Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2009) · Educational and Psychological Measurement · doi:10.1177/0013164409344526 · Cited by 105 · see citing works
“Second, given the documented relationship between math value and math participation (e.g., Simpkins et al., 2006; Updegraff et al., 1996; Watt, 2006; Watt et al., 2006), we hypothesized that students who had completed three or more college math courses would have higher MVI scores than would…”
BackgroundPerez, T., Dai, T., Kaplan, A., Cromley, J., Brooks, W. D., White, A., Mara, K. R., & Balsai, M. J. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.04.001 · Cited by 103 · see citing works
Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts
Trautwein, U., & Møller, J. (2016) · Plenum series on human exceptionality · doi:10.1007/978-3-319-28606-8_8 · Cited by 115 · see citing works
Konstruktion und erste Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW)
Steinmayr, R., & Spinath, B. (2010) · Diagnostica · doi:10.1026/0012-1924/a000023 · Cited by 101 · see citing works
Jones, B. D., & Skaggs, G. (2016) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2016.100107 · Cited by 99 · see citing works
Short-term motivation trajectories: A parallel process model of expectancy-value
Kosovich, J. J., Flake, J., & Hulleman, C. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.01.004 · Cited by 98 · see citing works
Rutchick, A. M., Smyth, J., Lopoo, L. M., & Dusek, J. (2009) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.2009.28.3.392 · Cited by 97 · see citing works
The Association Between Science Summer Camps and Career Interest in Science and Engineering
Kong, X.-Q., Dabney, K. P., & Tai, R. H. (2014) · International Journal of Science Education Part B · doi:10.1080/21548455.2012.760856 · Cited by 96 · see citing works
“A longitudinal study conducted by Simpkins, Davis-Kean, and Eccles (2006) concludes that OST activity participation in middle childhood period predicts youth’s subsequent values and self-concepts of abilities.”
BackgroundEffects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance
Acee, T., & Weinstein, C. (2010) · The Journal of Experimental Education · doi:10.1080/00220970903352753 · Cited by 95 · see citing works
The Effects of Mathematics Anxiety and Motivation on Students’ Mathematics Achievement
Süren, N., & Kandemir, M. A. (2020) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.v8i3.926 · Cited by 71 · see citing works
“As Simpkins et al. (2006) stated, people with negative attitudes and beliefs tend to avoid advanced mathematics subjects and courses.”
Background
- Authors
- Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S.
- Affiliations
- Arizona State University (US)
- University of Michigan (US)
- Venue
- Developmental Psychology
- Published
- 2006
- Volume
- 42
- Issue
- 1
- Pages
- 70-83
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2166538722
- Cited by
- 808
- References
- 0
- Citations by year
- 2026: 22 · 2025: 36 · 2024: 36 · 2023: 41 · 2022: 44 · 2021: 58 · 2020: 69 · 2019: 74 · 2018: 47 · 2017: 65 · 2016: 53 · 2015: 46 · 2014: 40 · 2013: 33 · 2012: 36
- FWCI
- 21.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD 17553, R01HD017553)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › School Choice and Performance
- Keywords
- math motivation, science motivation, extracurricular activities, expectancy, values, course registration, longitudinal development, gender differences, adolescents
- MeSH terms
- Achievement, Adolescent, Adult, Child, Choice Behavior, Culture, Female, Follow-Up Studies, Humans, Male, Mathematics, Motivation, Science, Sex Factors
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