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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Andersen, L., & Chen, J. (2015) · Science Education · doi:10.1002/sce.21197 · Cited by 55
The role of motivational factors in predicting STEM career aspirations
Ahmed, W., & Mudrey, R. R. (2018) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2017.1401499 · Cited by 67
“In line with this, several studies have shown that students’ self-concept ability is an important predictor of course enrollment intentions as well the actual number of courses taken (Simpkins et al., 2006, 2012; Updegraff, Eccles, Barber, & O’Brien, 1996).”
Result
Testing the MUSIC Model of Academic Motivation through confirmatory factor analysis
Jones, B. D., & Wilkins, J. L. M. (2013) · Educational Psychology · doi:10.1080/01443410.2013.785044 · Cited by 62
“Reliability estimates in prior studies were found to be acceptable: Eccles and Wigfield (1995) reported α= .76; and Simpkins, Davis-Kean, and Eccles (2006) reported α= .61, .71, .71 and .92.”
Result
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
Oppermann, E., & Lazarides, R. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103351 · Cited by 76
Why are we learning this? Using mixed methods to understand teachers’ relevance statements and how they shape middle school students’ perceptions of science utility
Schmidt, J. A., Kafkas, S. S., Maier, K. S., Shumow, L., & Kackar-Cam, H. Z. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.08.005 · Cited by 61
How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences
Šimunović, M., Ercegovac, I. R., & Burušić, J. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1460696 · Cited by 58
STEM Club Participation and STEM Schooling Outcomes
Gottfried, M. A., & Williams, D. N. (2013) · Education Policy Analysis Archives · doi:10.14507/epaa.v21n79.2013 · Cited by 48
Linking early science and mathematics attitudes to long-term science, technology, engineering, and mathematics career attainment: latent class analysis with proximal and distal outcomes
Ing, M., & Nylund-Gibson, K. (2013) · Educational Research and Evaluation · doi:10.1080/13803611.2013.806218 · Cited by 48
Investigation of STEM fields motivation among female students in science education colleges
Dökme, İ., Açıksöz, A., & Ünlü, Z. K. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00326-2 · Cited by 47
The Influence of Parental Educational Involvement in Early Childhood on 4th Grade Students’ Mathematics Achievement
Cui, Y., Zhang, D., & Leung, F. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1677131 · Cited by 58
Patterns of math and English self-concepts as motivation for college major selection
Umarji, O., McPartlan, P., & Eccles, J. S. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.03.004 · Cited by 55
“Consistently, math self-concept of ability predicts high school math course taking behavior (Meece, Wigfield, & Eccles, 1990; Simpkins et al., 2006; Updegraff, Eccles, Barber, & O’Brien, 1996).”
BackgroundSelf-citation
Eighth Grade Algebra Course Placement and Student Motivation for Mathematics
Simzar, R. M., Domina, T., & Tran, C. (2016) · AERA Open · doi:10.1177/2332858415625227 · Cited by 46
A Role for Biology in Gender-Related Behavior
Berenbaum, S. A., Blakemore, J. E., & Beltz, A. M. (2011) · Sex Roles · doi:10.1007/s11199-011-9990-8 · Cited by 54
Strength in numbers? Women and mathematics
Beaton, A. M., Tougas, F., Rinfret, N., Huard, N., & Delisle, M.-N. (2007) · European Journal of Psychology of Education · doi:10.1007/bf03173427 · Cited by 38
“Second, activity selection can also be associated with mathematical achievement ( Simpkins, Davis-Kean, & Eccles, 2006 ).”
Background
Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education
Orr, A. J. (2011) · Sex Roles · doi:10.1007/s11199-011-0016-3 · Cited by 39
Factors affecting the decision of female students to enrol in undergraduate science, technology, engineering and mathematics majors in Kazakhstan
Almukhambetova, A., & Kuzhabekova, A. (2020) · International Journal of Science Education · doi:10.1080/09500693.2020.1742948 · Cited by 64
“The research has also identified that the more parents encourage their children’ after-school activities related to STEM and provide necessary support and materials, the more they become interested in STEM (Simpkins et al., 2006).”
Background
Impact of out-of-class science and engineering activities on physics identity and career intentions
Lock, R. M., Hazari, Z., & Potvin, G. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020137 · Cited by 55
“hypothesize that while young men and women participate in these activities at similar rates overall, more young men participate in physical science-related activities while more young women participate in life science-related activities [21].”
Background
Political efficacy in adolescence: Development, gender differences, and outcome relations.
Arens, A. K., & Watermann, R. (2017) · Developmental Psychology · doi:10.1037/dev0000300 · Cited by 61
Implicit Theories, Expectancies, and Values Predict Mathematics Motivation and Behavior across High School and College
Priess, H. A., & Hyde, J. S. (2016) · Journal of Youth and Adolescence · doi:10.1007/s10964-016-0579-y · Cited by 53
“adults in a range of Western cultures (Eccles 1983; Parker et al. 2012; Simpkins et al. 2006; Watt et al. 2012).”
Background
Measuring choice to participate in optional science learning experiences during early adolescence
Sha, L., Schunn, C. D., & Bathgate, M. E. (2015) · Journal of Research in Science Teaching · doi:10.1002/tea.21210 · Cited by 44
“Many existing studies in science education research revealed a pervasive gender effect on K-12 students’ attitude toward science and science learning (Britner, 2008; Patrick, Mantzicopoulos, & Samarapungavan, 2009; Simpkins et al., 2006).”
BackgroundMethodResultInfluential
Learning from a distance: high school students’ perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation
Childers, G. M., & Jones, M. G. (2017) · International Journal of Science Education · doi:10.1080/09500693.2016.1278483 · Cited by 42
Are Engineering Schools Masculine and Authoritarian? The Mission Statements Say Yes
dePillis, E., & de Pillis, L. D. (2008) · doi:10.1037/1938-8926.1.1.33 · Cited by 43
“This is especially significant for girls, as parents appear to have an earlier and greater impact on girls’ participation in math and science than on that of boys (Jacobs, Davis-Kean, Bleeker, Eccles, & Malanchuk, 2005; Simpkins et al., 2006).”
Background
Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations
Oppermann, E., Vinni‐Laakso, J., Juuti, K., Loukomies, A., & Salmela‐Aro, K. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101927 · Cited by 49
Expectancy-Value Perspectives on Choice of Science and Technology Education in Late-Modern Societies
Bøe, M. V., & Henriksen, E. K. (2014) · Springer eBooks · doi:10.1007/978-94-007-7793-4_2 · Cited by 37
“The focus on both expectation of success (or self-efficacy) and subjective task value is particularly pertinent, as both are reported to be very influential in young people’s decisions about whether or not to study STEM (see e.g. Simpkins et al. 2006; Bandura et al. 2001).”
BackgroundMethodResult
I am done with this! Women dropping out of engineering majors
González-Pérez, S., Martínez, M. M., Paredes, V. R., & Cifré, E. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.918439 · Cited by 53
“In sum, family, especially parents, are critical early socializers of their children’s academic interests and their academic choices of STEM majors (Simpkins et al., 2006).”
Background
Gender Gap in STEM: A Cross-Sectional Study of Primary School Students’ Self-Perception and Test Anxiety in Mathematics
Ayuso, N., Fillola, E., Masiá, B., Murillo, A. C., Trillo-Lado, R., Baldassarri, S., Cerezo, E., Ruberte, L., Mariscal, M. D., & Villarroya, M. (2020) · IEEE Transactions on Education · doi:10.1109/te.2020.3004075 · Cited by 65
“primary-school mathematics, as in Singapore, the stereotype that math is for boys might bias girls not to pursue mathematics in the long run, affecting girls educational interests and career choices in the future [45], [64], [65] and contributing to female underrepresentation in STEM fields.”
Background
Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement
Burns, E. C., Martin, A. J., & Collie, R. J. (2019) · Journal of Research in Science Teaching · doi:10.1002/tea.21546 · Cited by 45
Explaining variation in student efforts towards using math and science knowledge in engineering contexts
Berland, L. K., & Steingut, R. R. (2016) · International Journal of Science Education · doi:10.1080/09500693.2016.1260179 · Cited by 51
School, Family, and Student Factors behind Student Attitudes Towards Science: The Case of Hong Kong Fourth-graders
Hu, X., Leung, F., & Chen, G.-W. (2018) · International Journal of Educational Research · doi:10.1016/j.ijer.2018.09.014 · Cited by 39
Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate
Orji, C. T., & Ogbuanya, T. C. (2020) · Innovations in Education and Teaching International · doi:10.1080/14703297.2020.1813188 · Cited by 42
“…previous studies have found that PBL improved students’ intrinsic motivation and ability beliefs (Massa et al., 2009) and are associated with increased engagement (Simpkins et al., 2006), empirical research examining the mediating role of these 2 in the PBL and student’s EPSA relation is lacking.”
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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