Cited by 808Education, Achievement, and GiftednessCareer Development and DiversitySchool Choice and Performance

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Math and science motivation: a longitudinal examination of the links between choices and beliefs

Simpkins, Sandra D., Davis-Kean, Pamela E., Eccles, Jacquelynne S.·2006·Developmental Psychology

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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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“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).”
BackgroundMethodInfluential
Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada
Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2010) · Social Psychology of Education · doi:10.1007/s11218-010-9144-9 · Cited by 154
Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland.
Chow, A., Eccles, J., & Salmela-Aro, K. (2012) · Developmental Psychology · doi:10.1037/a0030194 · Cited by 144
“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.”
Self-citation
Gender Bias in STEM Fields
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The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses
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Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science.
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014) · Journal of Educational Psychology · doi:10.1037/a0036981 · Cited by 158
“…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).”
Background
Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning
Valiente, C., Eisenberg, N., Haugen, R. G., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. S. (2011) · Early Education and Development · doi:10.1080/10409289.2010.505259 · Cited by 133
“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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Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students
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Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence
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Intrinsic Motivation and Positive Development
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Contextual Factors Related to Math Anxiety in Second-Grade Children
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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.”
BackgroundMethod
Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators
Reilly, D., Neumann, D. L., & Andrews, G. (2016) · Springer eBooks · doi:10.1007/978-3-319-44385-0_10 · Cited by 156
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Expectancy-Value Theory and Its Relevance for Student Motivation and Learning
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Self-citation
A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers
Masnick, A. M., Valenti, S., Cox, B. D., & Osman, C. J. (2010) · International Journal of Science Education · doi:10.1080/09500690902759053 · Cited by 109
“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…”
Background
The Role of Utility Value in Achievement Behavior: The Importance of Culture
Shechter, O. G., Durik, A. M., Miyamoto, Y., & Harackiewicz, J. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167210396380 · Cited by 108
The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research
Šimunović, M., & Babarović, T. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09555-1 · Cited by 133
Science choices in Norwegian upper secondary school: What matters?
Bøe, M. V. (2011) · Science Education · doi:10.1002/sce.20461 · Cited by 113
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
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions
Lazarides, R., & Watt, H. M. G. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.11.005 · Cited by 114
“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).”
Result
The 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
“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…”
Background
Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement
Perez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., White, A. C., Mara, K. R., & Balsai, M. J. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.04.001 · Cited by 131
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 132
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
Measuring Students’ Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory
Jones, B. D., & Skaggs, G. E. (2016) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2016.100107 · Cited by 118
Short-term motivation trajectories: A parallel process model of expectancy-value
Kosovich, J. J., Flake, J. K., & Hulleman, C. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.01.004 · Cited by 112
great expeCtatIons: the BIasIng eFFeCts oF reported ChIld BehaVIor proBlems on eduCatIonal expeCtanCIes and suBsequent aCademIC aChIeVement
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
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
“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.”
Background
Effects 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
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 127
“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)
ORCID: Simpkins, Sandra D.
Davis-Kean, Pamela E.
Eccles, Jacquelynne S.
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 2006
Volume: 42
Issue: 1
Pages: 70-83
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/0012-1649.42.1.70
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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Applied Psychology › 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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Math and science motivation: a longitudinal examination of the links between choices and beliefs

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