Adolescents' ability self-concept and task values in physics and chemistry changed in tandem over time, regardless of trajectory group¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Within every trajectory group, ability self-concept and task values followed similar longitudinal patterns, with stability, increases, or decreases occurring together. → Wang 2016
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
Joint multiple-process growth mixture modeling showed parallel change; the authors report the finding held when the two constructs were modeled separately, which they checked to rule out a measurement artifact of simultaneous estimation.
"Overall, ability self-concept and task values in physics and chemistry followed similar patterns of longitudinal change within each group."
Discussion¶
Related Claims¶
- 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 — related
- 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 — related
- 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
- A majority of adolescents (about 63%) followed stable trajectories of physics and chemistry motivation across middle and high school — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-concept-task-values-interlinked-science |
title |
Adolescents' ability self-concept and task values in physics and chemistry changed in tandem over time, regardless of trajectory group |
description |
Adolescents' ability self-concept and task values in physics and chemistry changed in tandem over time, regardless of trajectory group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wang-2016 |
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