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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“The students’ increase in self-efficacy predicts the students will increase their persistence in the subjects of science and math (Simpkins et al., 2006).”
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Opposing effects of impulsivity and mindset on sources of science selfefficacy and STEM interest in adolescentsPreprint
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“GLM revealed a large effect size of SSSE quartiles on STEM skills (F(3, 1888) = 108.”
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“Originally developed to understand young women’s career choices related to science, technology, and math [13]–[17], EVT has since been used increasingly to study students’ career choices, [13], [18], motivation [19], and overall perceptions of engineering education [20].”
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A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines
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“Yet, different patterns in students’ experiences were not found in other studies (Bandura et al., 2001; Simpkins et al., 2006).”
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“Second, whereas Koriat and colleagues examined students’ judgments of learning (JOLs) for very specific tasks as their outcome of interest, in the present study I measured students’ beliefs about their own math abilities, which are very powerful and predict a wide range of motivation- and achievementrelated outcomes (…”
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Middle school student perceptions of mathematics motivation and teacher support in a higher-income setting
Dombrowski, A. M. (2014) · doi:10.7282/t3s46qdz · Cited by 1
“In addition, lower reported math expectancies for success by females is related to previous research showing consistent gender differences in adolescents’ beliefs about their math abilities (Halpern et al., 2007; Simpkins et al., 2006).”
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Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
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STEM Near Peer Mentoring for Secondary School Students: a Case Study of University Mentors’ Experiences with Online Mentoring
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Pan, C.-G., Li, Y., Harris, T., & Suk, Y. (2026) · doi:10.48550/arxiv.2610.10843
“Within the covariate set, we also pre-specify candidate moderators based primarily on domain knowledge, such as prior math achievement and math identity, which often relate to course placement and differential benefit from the advanced coursework (McEachin et al., 2020; Simpkins et al., 2006).”
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Jiang, Y., Zhang, L.-J., & Shi, X.-Y. (2026) · Behavioral Science · doi:10.3390/bs16101945
“Motivational profiles and transitions may differ across institutions, educational systems, and academic disciplines (Harackiewicz et al., 2008; Simpkins et al., 2006).”
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Yang, M. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1898011
“Prior research has documented that both types of motivational beliefs are already present and predictive of academic choices before Grade 10 (Simpkins et al., 2006; Granello et al., 2025), yet they remain mal-leable during the high school years, when college preparation activities intensify and…”
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Longitudinal relations between expectancy, value, and homework behavior in elementary students
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Hutagalung, A. S. P., Nur, L., & Hamdu, G. (2026) · Jurnal Pembelajaran Bimbingan dan Pengelolaan Pendidikan · doi:10.17977/um065.v6.i10.2026.2

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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