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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“…positively predict behavior, such as free-choice behaviors observed in the laboratory, course taking, retrospective reports of behavior, and intentions to behave in the future (Ainley, Hidi, & Berndoff, 2002; Harackiewicz et al., 2008; Renninger, 1990; Simpkins et al., 2006; Wijnia et al., 2014).”
Background
The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence
Edwards, O. V. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12492 · Cited by 12
Comparative Study on Pre-Service Science Teachers' Self-Efficacy Beliefs of Teaching in Kenya and the United States of America; USA
Aurah, C., & McConnell, T. J. (2014) · American Journal of Educational Research · doi:10.12691/education-2-4-9 · Cited by 12
Is Science Me? Exploring Middle School Students’ STE-M Career Aspirations
Aschbacher, P. R., Ing, M., & Tsai, S. M. (2014) · Journal of Science Education and Technology · doi:10.1007/s10956-014-9504-x · Cited by 79
“The constructs were grounded in previous research on the role of self-perceptions (Atwater et al. 1995; Eccles and Wigfield 1995; Eccles et al. 1989; McCoach and Siegle 2003; Simpkins et al. 2006; Simpson and Oliver 1990; Wigfield 1994; Wigfield and Eccles 1992, 2000; Wigfield et al. 1991), teachers and school experie…”
BackgroundMethodResultInfluential
Achievement at what cost? An intersectional approach to assessing race and gender differences in adolescent math motivation and achievement
McKellar, S. E., Mathews, C. J., Greene, A. M., & Wang, M. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102253 · Cited by 12
Examining Students’ Perceptions of STEM Subjects and Career Interests: An Exploratory Study among Secondary Students in Hong Kong
Zhang, Q.-P., Chia, H., & Chen, K.-X. (2022) · Journal of Technologies in Education · doi:10.21061/jte.v33i2.a.1 · Cited by 11
“Similar findings were supported by investigating students with firmer expectancy-value beliefs and their persistence in taking science and mathematics courses (Fan, 2011; Simpkins et al., 2006).”
Result
Parental Occupational Choice and Children's Entry into a Stem Field
Cheng, A., Kopotic, K., & Zamarro, G. (2019) · Social Science Research Network · doi:10.2139/ssrn.3457307 · Cited by 11
“For instance, self-perceptions and academic mindsets such as self-concept, growth mindset, and self-efficacy influence interest in and motivation to enter the STEM fields (Dweck 2008, 2007; Nix et al., 2015; Simpkins et al., 2006).”
Background
Race, gender, and public-sector work: Prioritizing occupational values as a labor market privilege
Benditt, L. C. (2015) · doi:10.1016/j.rssm.2015.09.001 · Cited by 11
Adaptation of Chemistry Motivation Questionnaire-II to Turkish: A Validity and Reliability Study
Tosun, C. (2013) · doi:10.17556/jef.15611 · Cited by 11
Parent predictors of the home math environment and associations with toddlers’ math skills
Silver, A. M., Miller, P. L., Votruba‐Drzal, E., Libertus, M. E., & Bachman, H. J. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2024.07.007 · Cited by 14
Teachers’ practices and children's motivation towards science learning in MENA countries: Evidence from Tunisia and UAE
Rahmouni, M., & Aleid, M. A. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101605 · Cited by 25
Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science
Akcaoğlu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2017.12.001 · Cited by 20
The Relationship Between Students’ Awareness of Environmental Issues and Attitudes Toward Science and Epistemological Beliefs—Moderating Effect of Informal Science Activities
Xie, Y., Zheng, Y.-H., & Yang, Y. (2023) · Research in Science Education · doi:10.1007/s11165-023-10126-5 · Cited by 10
“Parental education could indirectly affect students’ attitudes toward science, and parents’ understanding of science would affect their attitudes toward pursuing science (Simpkins et al., 2006).”
Background
Parent and teacher judgments about children's mathematics and reading competencies in primary school: Do parent judgments associate with children's educational outcomes?
Novita, S., Schönmoser, C., & Lipowska, M. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102302 · Cited by 12
Using educational robotics to foster girls’ interest in STEM: A systematic review
Pedersen, B. K. M. K., Weigelin, B. C., Larsen, J. C., & Nielsen, J. (2021) · IEEE RO-MAN · doi:10.1109/ro-man50785.2021.9515538 · Cited by 14
There are two I’s in motivation: Interpersonal dimensions of science self-efficacy among racially diverse adolescent youth
Kim, M. H., Anderson, R. C., DeRosia, N., Madison, E., & Husman, J. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101989 · Cited by 10
Integrating Culture, Art, Geometry, and Coding to Enhance Computer Science Motivation Among Underrepresented Minoritized High School Students
Serrano, D. M., Ekmekci, A., & Fisher, A. (2020) · The Urban Review · doi:10.1007/s11256-020-00586-8 · Cited by 16
Validation of the Science, Mathematics, and English Task Value Scales Based on Longitudinal Data
Seetee, N., Chi, C., Dhir, A., & Chen, S. (2020) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10081-x · Cited by 13
One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
Wolkow, T. D., Jenkins, J., Durrenberger, L. T., Swanson, K. J., & Hines, L. M. (2019) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v20i2.1679 · Cited by 14
“A parent employed in STEM Yes No 31 (36) 55 (64) 10 (29) 24 (71) 32 (32) 69 (68) 0.”
Track Placement and the Motivational Predictors of Math Course Enrollment
Reyes, M., & Domina, T. (2017) · Teachers College Record · doi:10.1177/016146811711901108 · Cited by 10
“25 Research regarding students’ motivational beliefs and their course enrollment choices usually includes small, predominantly White and middle-class samples (Crombie et al., 2005; Eccles et al., 2004; Simpkins et al., 2006; Updegraff et al., 1996; Wigfield, 2000).”
BackgroundInfluential
Career Choices in Information and Communication Technology among South Western Nigerian Women
Ojokoh, B., Adeola, O. S., Isinkaye, F., & Abraham, C. (2014) · Journal of Global Information Management · doi:10.4018/jgim.2014040104 · Cited by 10
The Power Within: How Individual Interest Promotes Domain-Relevant Task Engagement
Durik, A. M., Lindeman, M. H., & Coley, S. L. (2017) · Springer eBooks · doi:10.1007/978-3-319-55509-6_7 · Cited by 12
Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
Arıcı, F., & Yılmaz, R. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70128 · Cited by 9
Exploring the relationship between teacher and parent support and students’ noncognitive outcomes via Latent Profile Analysis
He, Y.-H., Wijaya, T. T., Habibi, A., Chen, H.-Q., & Gao, M.-F. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-04422-w · Cited by 9
Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children
Yeung, P., Chung, K. K. H., Chan, D. W., & Chan, E. S.-W. (2024) · Reading and Writing · doi:10.1007/s11145-024-10512-z · Cited by 9
“Perceived task value is predictive of intention and decisions related to coursework choices, educational aspi-rations, and career development (Eccles, 1983; Simpkins et al., 2006; Watt, 2006; Watt et al., 2012).”
That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students’ pSTEM identity
Starr, C. R., & Leaper, C. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09851-6 · Cited by 15
“Stereotyped expectations about pSTEM subjects may affect academic decisions during high school such as whether to enroll in pSTEM-related advanced courses or extracurricular programs (Master et al., 2016; Simpkins et al., 2006; Wang & Degol, 2017).”
Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups
Davis-Hall, D., Farrelly, L. L., Risteff, M., & Magin, C. M. (2023) · Biomedical Engineering Education · doi:10.1007/s43683-022-00096-x · Cited by 9
Students’ motivation in biology lessons—can student autonomy reduce the gender gap?
Großmann, N., Hofferber, N., Wilde, M., & Basten, M. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00604-1 · Cited by 15
Promoting persistence: Can computer science career and technical education courses support educational advancement for students with learning disabilities?
Plasman, J. S., Gottfried, M. A., Freeman, J., & Dougherty, S. M. (2022) · Policy Futures in Education · doi:10.1177/14782103211049913 · Cited by 12
Invention Education as a Context for Children’s Identity Exploration
Garner, J., Matheny, E. M., Rutledge, A., & Kuhn, M. (2021) · The Journal of STEM Outreach · doi:10.15695/jstem/v4i1.07 · Cited by 9
“Because beliefs are known to influence motivation and persistence in many areas including STEM (Simpkins et al., 2006; Small, 2014), it may be beneficial for programs to include explicit references to principles associated with persistence in invention and innovation such as tolerance for risk and failure, and to buil…”
Background
Investigating the impact of teacher practices and noncognitive factors on mathematics achievement
Hann, T. M. Z. (2019) · Research in Education · doi:10.1177/0034523719842601 · Cited by 17
SES-Related Mathematics Achievement Gap in Turkey Compared to European Union Countries
Özel, Z. Y., Özel, S., & Thompson, B. (2013) · Education and Science · doi:10.15390/es.2013.1195 · Cited by 9
“In his meta-analytic review of the US research literature on the relationship between SES and academic achievement, Sirin (2005) found that the average effect size between SES and mathematics achievement was r = 0.”
Method
Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?
Bergem, O. K., Nilsen, T., Mittal, O., & Ræder, H. G. (2020) · Springer eBooks · doi:10.1007/978-3-030-61648-9_10 · Cited by 10
Determination of the Effects of Problem-Based STEM Activities on Certain Variables and the Views of the Students
Uğraş, M. (2019) · International Online Journal of Educational Sciences · doi:10.15345/iojes.2019.01.001 · Cited by 9
“Furthermore, a student's beliefs on competences and interests begin to form in the same period (Simpkins et al., 2006).”
Background
Student and/or Teacher Valuing in Mathematics Classrooms: Where Are We Now, and Where Should We Go?
Carr, M. E. (2019) · Values and Valuing in Mathematics Education · doi:10.1007/978-3-030-16892-6_3 · Cited by 9
Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention
Piesch, H., Häfner, I., Gaspard, H., Flunger, B., Nagengast, B., & Harackiewicz, J. M. (2019) · Unterrichtswissenschaft · doi:10.1007/s42010-018-0024-x · Cited by 9

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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