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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Background
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Threats and Supports to Female Students' Math Beliefs and Achievement.
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Self-citation
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“For example, Simpkins et al. (2006) found that high school students’ expectancies and values about math and science were positively related to their math and science grades and their decisions to take courses in those areas.”
Background
Beyond STEM attrition: changing career plans within STEM fields in college is associated with lower motivation, certainty, and satisfaction about one’s career
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“For this reason, many researchers including us examine the broader concept of competence-related beliefs instead of studying one particular belief (e.g., Muenks et al., 2018; Simpkins et al., 2006).”
Background
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Method
The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools
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“…STEM field or not) tend to provide more educational resources for their children’s STEM learning, including encouraging them to apply and attend a selective school, and model positive attitudes towards STEM as suggested in previous studies (Chen, 2013; Dabney et al., 2016; Simpkins et al., 2006).”
BackgroundInfluential
Gender Differences in Academic Efficacy across STEM Fields
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BackgroundResult
Students' Personal Connection with Science: Investigating the Multidimensional Phenomenological Structure of Self-Relevance
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“Some studies addressing the effect of gender in mathematics achievement have not found differences between boys and girls (Davis-Kean, 2005; Simpkins et al., 2006; Matthews et al., 2009), while others have found that boys outperformed girls on math abilities (Frome and Eccles, 1998; Jordan et al.,…”
BackgroundResult
The role of between‐parent values agreement in parent‐to‐child transmission of academic values
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“…of expectancy and different types of value is found in other fields, including math (Fan, 2011; Guo, Marsh et al., 2015; Musu-Gillette et al., 2015; Simpkins et al., 2006) and chemistry learning outcomes (Perez et al., 2014), intention for further study (Battle & Wigfield, 2003; Perez et al.,…”
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Jones, B. D., Ruff, C., & Osborne, J. W. (2015) · American Educational Research Association eBooks · doi:10.3102/978-0-935302-42-4_19 · Cited by 24
“Although some researchers have explored longer term studies of related constructs (e.g., Simpkins et al., 2006), more research is needed.”
Background
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“Student motivation is of practical significance to educators and administrators—students are more likely to fully engage with content and to achieve more when they are motivated (Schunk et al., 2012; Simpkins et al., 2006).”
Background
Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills
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“Many studies have shown that optional home-related science experiences (e.g., Dabney et al., 2012; Henriksen et al., 2015; Simpkins et al., 2006; Uitto et al., 2006), and nature-related experiences (e.g., Henriksen et al., 2015; Uitto et al., 2006) can positively affect science interest, consistent…”
BackgroundInfluential
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Self-citation
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“, 1993; Eccles & Harold, 1991), English (Marsh & Yeung, 1997), science (Simpkins, Davis-Kean & Eccles, 2006; Senler & Sungur, 2009; Xiang, McBride & Bruene, 2004) and mathematics (Eccles et al., 1993; Meece, Wigfield & Eccles, 1990; Simpkins et al., 2006) in order to identify which components of motivation were effect…”
Background
Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters
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“…supports the proposition that students’ academic values (attitudes) and beliefs (e.g. task beliefs, self-efficacy) predict academic behaviours such as academic performance and choosing mathematics and science courses in high school (Bandura 1977; Noack 2004; Simpkins, Davis-Kean, and Eccles 2006).”
Background
The effects of individual characteristics on women intention to become social entrepreneurs?
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Background
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Self-citation
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“In the USA, gender and ethnicity-related gaps in participation and attainment were explored in a longitudinal study of third to eighth grade (Year 3–8) students.”
Method
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“, 2012) and the number of math courses taken in high school (Simpkins et al., 2006; Simpkins et al., 2012).”
Background
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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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