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Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry

Wang, Ming-Te ; Chow, Angela ; Degol, Jessica Lauren ; Eccles, Jacquelynne Sue

Journal of youth and adolescence, 2017-08, Vol.46 (8), p.1821-1838 [Periódico revisado por pares]

New York: Springer US

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Título:
Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry
Autor: Wang, Ming-Te ; Chow, Angela ; Degol, Jessica Lauren ; Eccles, Jacquelynne Sue
Assuntos: Academic achievement ; Achievement ; Achievement Need ; Adolescent ; Adolescents ; Behavioral Science and Psychology ; Chemistry ; Child and School Psychology ; Clinical Psychology ; Culture ; Educational Environment ; Empirical Research ; Female ; Health Psychology ; History of Psychology ; Humans ; Law and Psychology ; Learning ; Male ; Motivation ; Natural Science Disciplines ; Occupational aspiration ; Outcomes of Education ; Physical Sciences ; Physics ; Psychology ; Public schools ; Schools ; Science Achievement ; Science education ; Secondary school students ; Secondary schools ; Self Concept ; Student attitudes ; Students ; Students - psychology ; Teenagers
É parte de: Journal of youth and adolescence, 2017-08, Vol.46 (8), p.1821-1838
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
The first, second, and third authors made equal intellectual contribution to the manuscript.
Descrição: Students’ motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents’ motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents ( N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents’ ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students’ motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.
Editor: New York: Springer US
Idioma: Inglês

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Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry

Wang, Ming-Te ; Chow, Angela ; Degol, Jessica Lauren ; Eccles, Jacquelynne Sue

New York: Springer US

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