Ninth grade marked a turning point where transitory motivation trajectories reversed direction, and these inconsistent trajectories were associated with lower AP enrollment and science performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Transitory Decreasing and Transitory Increasing groups showed self-concept and task value trajectories that reversed direction around ninth grade. → Wang 2016 q3 i? The transitory groups had lower average AP science course enrollment and science academic performance than most other groups, per the authors' interpretation. → Wang 2016 (2)

Evidence¶

Wang 2016¶

Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue. (2016). Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-016-0620-1

q3 · i? · associational · r2

In the growth mixture model results, Transitory Decreasing declined through ninth grade then increased, while Transitory Increasing rose then declined; both reversals coincided with the middle-to-high-school transition.

"These groups were characterized by self-concept and task value trajectories that reversed or changed direction around ninth grade, when students transitioned into high school."

Wang 2016 (2)¶

Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue. (2016). Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-016-0620-1

q3 · i? · associational · r2

Authors' interpretation in the discussion linking motivational instability to lower AP enrollment and, consequently, lower science grades; the article frames this as a possible explanation rather than a tested mediation.

"the fluctuations in motivation detected for these two transitory groups may have reduced students' likelihood of enrolling in advanced courses in science."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students in steadily or sharply declining motivation trajectories showed lower STEM career aspirations and lower science grades than stable-trajectory peers — related
• Adolescents in the Stable High motivation trajectory earned higher science grades, took more AP science courses, and reported higher STEM career aspirations than the other trajectory groups — related
• Adolescents' physics and chemistry ability self-concept and task values from seventh to twelfth grade fall into seven distinct motivational trajectories rather than a single declining pattern — a broader claim this one bears on
• Adolescents' ability self-concept and task values in physics and chemistry changed in tandem over time, regardless of trajectory group — related
• A majority of adolescents (about 63%) followed stable trajectories of physics and chemistry motivation across middle and high school — related