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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Growth mixture modeling of longitudinal data identified seven trajectory groups labeled Stable High, Stable Moderate, Steady Decreasing, Sharp Decreasing, Increasing, Transitory Decreasing, and Transitory Increasing. → Wang 2016 q3 i? Significant intercept and slope variances for both constructs indicated heterogeneity of motivation development among individuals. → 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 · r3

Growth mixture modeling of the cross-sequential sample (N = 699) estimated intercepts, linear slopes, and quadratic terms for both constructs; a seven-group solution was selected based on BIC, LMR tests, and an entropy value of .75, with assignment probabilities ranging from .78 to .90.

"According to the pattern of changes in science ability self-concept and task values, the seven groups were labeled as Stable High, Stable Moderate, Steady Decreasing, Sharp Decreasing, Increasing, Transitory Decreasing, and Transitory Increasing."

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

Latent growth curve analysis preceded the mixture models; curvilinear models fit better than linear ones, and the printed significant variance components supported modeling distinct subgroups rather than one average trend.

"the variance of intercept (0.97) and slope (0.70) for self-concept as well as intercept (0.85) and slope (0.75) for task values were statistically significant (p < .05), indicating the heterogeneity of motivation development among individuals."

Discussion¶

Related Claims¶

• Students in steadily or sharply declining motivation trajectories showed lower STEM career aspirations and lower science grades than stable-trajectory peers — 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 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9 — related
• Adolescents' math and L1 self-concept and interest development across Grades 7–9 is best described by a single homogeneous trajectory profile — related