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¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2–r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Stable High students had higher high school science grades than all six other trajectory groups. → Wang 2016 q3 i? Stable High students took more AP science courses than the other six groups. → Wang 2016 (2) q3 i? Stable High students reported the highest STEM career aspirations, though not significantly higher than the Increasing and Transitory Increasing groups. → Wang 2016 (3)

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

Comparison of trajectory groups on school-record science grades (M = 10.67, SD = 2.95) collected from tenth to twelfth grade; Stable Moderate and Increasing were next highest after Stable High.

"As shown in Figure 2, high school science grades for Stable High were higher than the other six trajectory groups."

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 · r3

Advanced course enrollment came from school records (M = 0.31, SD = 0.61 AP physics and chemistry courses); Stable Moderate had the second highest number taken.

"Comparing the number of AP science courses taken for each trajectory group, Stable High again outweighed the other six groups."

Wang 2016 (3)¶

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

Twelfth-grade self-report of likelihood of pursuing STEM jobs requiring a bachelor's or master's degree, rated on a 7-point scale; the article also reports no significant differences between Stable High, Increasing, and Transitory Increasing.

"As for STEM career aspirations, Stable High reported the highest mean score across all trajectory groups."

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
• 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
• Adolescents' ability self-concept and task values in physics and chemistry changed in tandem over time, regardless of trajectory group — 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
• A majority of adolescents (about 63%) followed stable trajectories of physics and chemistry motivation across middle and high school — related