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

“Dispositions toward science are predictive of key outcomes, including science participation (Alexander, Johnson, and Kelley 2012; Simpkins, Davis-Kean, and Eccles 2006), success in science learning experiences (Dorph, Cannady, and Schunn 2016; Knox, Moynihan, and Markowitz 2003), and science career…”

“However, although most students attach great importance to math learning, few pursue in-depth math studies or take advanced math courses during their school years (e.g. Simpkins et al., 2006).”

“…are more likely to achieve higher test scores and grades in mathematics (Carolan, 2016; Greene et al., 1999; Kotok, 2017; Meece, et al., 1990; Simpkins et al., 2006), complete a greater number of mathematics and science courses in high school (Froiland & Davison, 2016; Meece et al., 1990;…”

“…the expectancy-value theory of motivation (Wigfield & Eccles, 2000) and the results of previous studies (Denissen et al., 2007; Durik et al., 2006; Ec-cles et al., 1983; Simpkins et al., 2006) by showing that students’ belief in their ability to succeed is linked to their reading achievement.”

“…and Koulougliotis, 2015; Ferrell et al., 2016; Ardura and Pérez-Bitrián, 2018; Austin et al., 2018; Liu et al., 2018) as well as in other science fields (Simpkins et al., 2006; Glynn et al., 2009; Olimpo et al., 2016; Schumm and Bogner, 2016; González et al., 2017; Young et al., 2018; Zeyer, 2018).”

“Furthermore, recent research has extended our understanding of utility value in K-12 settings and in STEM education more specifically (Andersen & Ward, 2014; Simpkins et al., 2006).”

“Some studies have combined various STV constructs, either from necessity due to their high level of covariance (e.g., Simpkins, Davis-Kean, and Eccles 2006; MusuGillette et al. 2015), or purposefully in order to predict outcomes.”

“In addition, understanding how we can improve our educational systems by leveraging the science of academic motivation has important implications for students’ subsequent STEM opportunities, particularly during adolescence (Eccles, 1994; Simpkins et al., 2006).”

“In fact, if these subjects are taught classically and separately from each other, many students experience difficulties and many even avoid them (Simpkins et al, 2006).”

“Declining science interest in turn leads to declining science proficiency and persistence [3], and is expected to hinder science learning [4].”

“Whether one has high expectations has been demonstrated to be closely related to one’s adherence to advanced math and science courses (Fan, 2011; Simpkins et al., 2006).”

“Educational choices are also significantly influenced by students’ self-perception of their abilities and their interest in specific subjects (Durik et al., 2006; Simpkins et al., 2006; Watt, 2006; Zhao & Perez-Felkner, 2022).”

“It echoes prior research findings that interest is closely tied to the amount of task involvement (Durik et al., 2006; Simpkins et al., 2006).”

“…are positively related to their children developing task values for STEM (Chen, 2001; DeWitt et al., 2013), achievement (Simpson & Oliver, 1990; Sun et al., 2012), and choices to take future STEM courses (Harackiewicz et al., 2012; Rozek et al., 2015; Simpkins et al., 2006; Svoboda et al., 2016).”

“Simpkins et al. (2006) found that perceptions of abilities in math and science during elementary school strongly predict later interest and enrollment in advanced STEM courses in high school.”

“Many studies have either looked at the effect of only one task-value (e.g., Simpkins, Davis-Kean, and Eccles 2006; Sutter et al. 2022) or have used instruments in which intrinsic value, attainment value, and utility value have factored together into one general task-value construct (e.g., Zusho,…”

“, 2019) and influences educational and career decisions (Horta, 2018; Simpkins et al., 2006).”

“11 A growing body of empirical evidence suggests that parental expectations are not only associated with adolescents’ cognitive and academic performance 12 but also related to their positive emotional and social development.”

“Given gender differences in expectancy-value constructs (Simpkins et al., 2006) and research showing some gender differences in personal relevance intervention effects (Gaspard et al., 2015), gender was thought to potentially influence intervention results.”

“These motivational beliefs are expected to influence engagement in various educational activities, as well as future educational and occupational aspirations [22].”

“The literature indicated that fifth grade is a critical time for students’ science learning (Singh et al. 2002) and motivation (Karaarslan and Sungur 2011), as well as selection of advanced science courses and science career aspirations (Simpkins et al. 2006; Soc.”

“Early adolescents’ self-beliefs in math and science in sixth grade predict their later choices to pursue math and science courses in high school (Simpkins et al., 2006).”

“Time spent in academically-oriented, informal skill-based activities, such as mathematics, science and reading, is associated with increased achievement (Simpkins et al., 2006).”

“For example, in STEM subjects, where performance goals are often emphasized, the negative impact of these goals on expectancy and value beliefs may be more pronounced compared to humanities subjects, which tend to align more closely with mastery goals (Simpkins et al., 2006).”

“…may enroll their children or participate with them in out-of-school STEM activities, watch science television shows, or discuss current events related to STEM [7,37], or they may simply help their children by setting up a time and place to study and encourage their children to do their work [38].”

“When negative results occur, students' confidence in mathematics decreases and negative attitudes increase[52].”

“Many longitudinal studies conducted in di ff erent countries have employed expectancy-value theory as a conceptual framework and have revealed that students ’ expectancies and values in each domain/discipline are predictive of their university choices (Durik et al., 2006; Simpkins et al., 2006).”

“Generally, expectancy and value are positively related to academic achievement, performance, course taking, activity participation, and academic standing (Eccles, 2005; Eccles et al., 2004; Simpkins et al., 2006).”

“Related to this, Simpkins et al. (2006) state that the negative beliefs and motivation developed towards science in the early period are likely to continue in the following years of education.”

“The middle school years are a particularly critical period for students’ math learning since their math achievement at this stage has a significant impact on their enrollment and success in advanced math courses in high school and beyond [10,11].”

“Both these factors together can be associated with an increased difficulty and lack of interest in the years when career choices are being made (Simpkins, Davis-Kean, and Eccles 2006).”

“Confirming this suggestion, Simpkins et al. (2006) investigated the gender difference on students' task value in science.”

“Simpkins et al., ( 2006) and Musu-Gillette et al. ( 2015) found similar long-term patterns for math-related activities and choices.”

“Many researchers use the broader umbrella term of competence-related beliefs to capture this group of related beliefs (e.g., Conley, 2012 ; Simpkins et al., 2006 ).”

“This finding is in alignment with prior evidence showing that students’ expectancy beliefs are more closely related to achievement and competency compared with task values, which are more closely related to choices (Durik & Eccles, 2006; Marsh et al., 2005; Simpkins et al., 2006).”

“Many studies have demonstrated the importance of science interests among middle school students (Lin et al., 2013; Simpkins et al., 2006) and indicated that the science interests of students at this level is a significant predictor of their future science-related careers (Wang JY, 2017).”

“…that, especially when experienced early, informal science learning can instill a greater interest in STEM fields (National Research Council, 2009; Simpkins et al., 2006), inspiring students to make science-related curriculum and career choices (Kong et al., 2014; Maltese & Tai, 2011), and…”

“, belief in ability to be successful) has been implicated as modestly to moderately associated with grades (Simpkins et al., 2006), test scores (Kosovich et al.”

“Similar correlations have been found with increasing number of math courses (Simpkins et al., 2006; Andrews and Aikens 2018).”

“Исследования показали, что стереотипы о неспособности женщин к математике могут уменьшить интерес женщин к изучению дисциплин, связанных с вычислениями [Simpkins et al., 2006].”

“…theory framework (Eccles et al., 1983; Wigfield, 1994; Wigfield & Eccles, 1992, 2000), which suggests that student performance and persistence are influenced by their beliefs in their abilities and the extent to which they value the activities that they participate in (Simpkins et al., 2006).”

“The results of studies focused on the domain of mathematics confirm the assumptions of the expectancy-value theory (e.g. Chouinard, Karsenti, & Roy, 2007; Fan, 2011; Meece, Wigfield, & Eccles, 1990; Simpkins et al., 2006; Trautwein & Lüdtke, 2009).”

“Correlational and longitudinal research support these assertions which have shown that utility value is significant predictor of mathematics and science course-taking and STEM major enrollment (Maltese & Tai, 2011; Simpkins et al., 2006; Updegraff et al., 1996).”

“Simpkins, Davis-Kean, and Eccles (2006) assessed out-of-school math activities of 5th grade U.S. students, observing that such activities positively influenced 6th grade math self-concept, math interest, and math importance.”

“Perceptions of utility value tend to be strongly correlated with reports of task interest and enjoyment (e.g., Eccles and Wigfield 1995; Hulleman et al. 2008; Simpkins et al. 2006) and related to continued engagement in domains.”

“Learning science for its own sake is known as intrinsic motivation (Simpkins et al., 2006), but learning science for external goals, like grades or a job, is known as extrinsic motivation (Mazlo et al., 2002).”

“Simpkins et al. (2006) establish a clear relationship between values, beliefs and opinions on mathematics and performance or the choice of career pathway.”

“These findings were different than those reported in previous research where either the higher self-concept of ability/expectancies for success alone (Simpkins et al., 2006), or the higher self-concept of ability/expectancies for success and the utility value (Crombie et al.”

“ Science study groups as a compulsory part of the teaching concept (Simpkins et al., 2006).”

“Consistent with prior research (Eccles & Wigfield, 1995; Sichivitsa, 2003; Simpkins et al., 2006; Stewart, 2005), value for music seems to be a strong predictor of musical intention.”

“Enhanced academic achievement [34, 37], richer attitudes toward science [38, 39] and self-confidence are all advantages of mentoring [40].”