The Patterns of Adolescents' Math and Science Motivational Beliefs: Examining Within-Racial/Ethnic Group Changes and Their Relations to STEM Outcomes

Autor/inn/en	Hsieh, Ta-yang; Simpkins, Sandra D.
Titel	The Patterns of Adolescents' Math and Science Motivational Beliefs: Examining Within-Racial/Ethnic Group Changes and Their Relations to STEM Outcomes
Quelle	In: AERA Open, 8 (2022) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hsieh, Ta-yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Mathematics Education; Science Education; Student Attitudes; Racial Differences; STEM Education; Longitudinal Studies; Grade 9; Grade 11; Grade Point Average; Student Motivation; Expectation; Values; Student Interests; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Naturwissenschaftliche Bildung; Schülerverhalten; Rassenunterschied; STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Schulische Motivation; Expectancy; Erwartung; Wertbegriff; Studieninteresse
Abstract	The racial/ethnic disparities and average declines in science, technology, engineering, and mathematics (STEM) motivation during adolescence are worrisome. Although STEM motivational beliefs are theorized to function in conjunction with one another, the unique patterns and how they change over time for different racial/ethnic groups remain understudied. Using data from the High School Longitudinal Study (N = 18,260), we identified four and five patterns of math and science motivational beliefs in 9th and 11th grade, respectively, and examined their prevalence among Asian, Black, Latina/o, White, and Multiracial adolescents. We found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Then, we charted the stability and changes in those patterns from 9th to 11th grade for each racial/ethnic group and how the patterns at 11th grade were associated with adolescents' STEM career expectations and high school math and science grade point averages. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01