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Math and science motivation: a longitudinal examination of the links between choices and beliefs
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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“Starting in elementary school, gender differences also appear in boys ' and girls ' interests in different academic subjects; for example, elementary school-aged boys have higher levels of interest in math than do girls -and the difference holds even when controlling for prior math achievement (Simpkins et al., 2006).”
From Gender and Education (2015) · cites this paper as Simpkins et al., 2006
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Lee, V. R., Harris, E. F., Chen, R.-S., & Levine, S. (2026) · Journal of Statistics and Data Science Education · doi:10.1080/26939169.2026.2670354
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Mickwitz, Å., Björkas, C., Holmqvist-Jämsén, S., Gyllenberg, F., & Söderlund, K. (2026) · Educational Research · doi:10.1080/00131881.2026.2641448
“Research indicates that expectancy and task value beliefs are strong predictors of interest, persistence, and achievement across educational levels (Simpkins, Davis-Kean, and Eccles 2006; Trautwein et al. 2009; Wigfield and Cambria 2010).”
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“Além deste cenário, onde há um destaque de notas baixas em matemática, alguns autores apontam uma grande desmotivação dos alunos pela disciplina [Simpkins et al., 2006; Lazowski and Hulleman, 2016; Oppermann and Lazarides, 2021].”
Background商業施設での科学ワークショップの参加者層評価 科学への関心・意欲の多様な層のワークショップ参加を目指した試み
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Sang, W.-J., & Maltese, A. (2020) · doi:10.5296/ire.v8i2.17030
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BackgroundBeroš, I., & Pongračić, L. (2020) · Acta Iadertina · doi:10.15291/ai.3079
Ozogul, G., Thyagaturu, A. S., Reisslein, M., & Scaglione, A. (2020) · arXiv.org · doi:10.48550/arxiv.2006.05545
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“(2006) [3] and people's voting behavior made by Caprara, etc.”
BackgroundAschbacher, P. R., & Ing, M. (2017) · Teachers College Record · doi:10.1177/016146811711900808
Intended persistence: comparing academic and creative challenges in high school
Hoffmann, J. D., Ivčević, Z., Zamora, G., Bazhydai, M., & Brackett, M. A. (2016) · Social Psychology of Education · doi:10.1007/s11218-016-9362-x · Cited by 19
“For instance, students’ 6th grade ability beliefs for mathematics and science predicted their 10th grade ability beliefs, as well as the number of high school courses they took in mathematics and physical science, a measure of subject area persistence (Simpkins et al. 2006).”
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Davis, K. (2014) · Journal of the American Academy of Special Education Professionals (JAASEP) · doi:10.64546/jaasep.257
Akama, O. (2013) · doi:10.5901/ajis.2013.v2n5p67
“Intrinsic motivation is the inherent satisfaction in drive learning science for its own sake (Eccles et al., 2006), efficacy is students’ belief that they can achieve well in science (Baldwin et al., 1999), while determination is the control students believe they have over their learning of science…”
BackgroundPedersen, I. (2013) · NOMAD Nordic Studies in Mathematics Education · doi:10.7146/nomad.v18i1.148498
“…girls, as numerous studies have shown that girls have lower competence beliefs in mathematics than boys (Jacobs & Eccles, 1992; Nagy et al., 2006; Perez-Felkner et al., 2012; Simpkins et al., 2006; Watt, 2006), even after relevant skill-level differences are controlled for (Wigfield et al., 2002).”
Leroy, V., Dayez, J.-B., Mikolajczak, M., & Grégoire, J. C. (2013) · Revue des sciences de l éducation · doi:10.7202/1014755ar · Cited by 1
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Schoenherr, J., & Martella, A. M. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102452
Langlois, S.-P., & Cormier, C. (2021) · Mesure et évaluation en éducation · doi:10.7202/1087989ar
Safavian, N. (2021) · Proceedings of the 2021 AERA Annual Meeting · doi:10.3102/1687778
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“Some were inspired by items drawn from the research literature and adapted to the OCS context (Cameron and Dickfos, 2014; Demir, 2017; Hasni et al., 2015; Simpkins et al., 2006; van Aalderen-Smeets and Walma van der Molen, 2013), while others were specifically designed to cover the concepts defined in our theoretical…”
MethodAn Exploratory Study of Engineering Identity Development in African American Youth
Bey, J., & Elayne, C. (2019) · doi:10.25777/fg3r-mr02
Turkish Adaptation of Generalized Expectancy for Success Scale: Reliability and Validity Studies
Ercoşkun, N. Ç., Ozan, C., & Kincal, R. Y. (2019) · Asian Journal of Education and Training · doi:10.20448/journal.522.2019.53.416.421
“…success predict their mathematics grades in a strong way, and their perceived mathematics values predict their mathematics choices more and advanced mathematic courses enrollment in high school in a strong way (Parsons et al., 1984; Meece et al., 1990; Ethington, 1991; Simpkins et al., 2006).”
BackgroundDavis, B. L. (2016) · University Libraries (University of Maryland) · doi:10.13016/m2f51s
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Hand, L., Anton-Stang, H., & Mello, Z. R. (2012) · doi:10.1037/e568892012-003
Gu, X.-L. (2011) · doi:10.31390/gradschool_dissertations.1394
“The results of this study also confirmed previous work (Eccles &Harold, 1991, Simpkins et al., 2006) that girls are less likely to participate in math activities than boys.”
Result
Metadata
- Authors
- Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S.
- Affiliations
- Arizona State University (US)
- University of Michigan (US)
- Venue
- Developmental Psychology
- Published
- 2006
- Volume
- 42
- Issue
- 1
- Pages
- 70-83
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- 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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