Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course.

Using latent profile analysis, we identified profiles of expectancy beliefs, perceived values, and perceived costs among 1433 first- and second-year undergraduates in an introductory chemistry course for STEMM majors. We also investigated demographic differences in profile membership and the relation of profiles to chemistry final exam achievement, science/STEMM credits completed, and graduating with a science/STEMM major. Four motivational profiles were identified: Moderately Confident and Costly (profile 1), Mixed Values-Costs/Moderate-High Confidence (profile 2), High Confidence and Values/Moderate-Low Costs (profile 3), and High All (profile 4). Underrepresented students in STEMM were more likely to be in profile 2 relative to profile 3. First-generation college students were more likely to be in profile 4 than profile 3. Finally, students likely to be in profile 3 had higher final exam grades than the other profiles and were more likely to graduate with a science major compared to profile 1. There were no differences in graduating science major between profile 3 and the other two profiles. Thus, profile 3 was most adaptive for both proximal (final exam) and distal (graduating with a science major) outcomes. Results suggest that supporting motivation early in college is important for persistence and ultimately the talent development of undergraduate STEMM students.

Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes.

The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of college. A structural equation model was used to examine science research self-efficacy and science academic self-efficacy as predictors of post-graduation science career intentions and life satisfaction; prior achievement was also included as a predictor of competence beliefs and post-graduation outcomes. Findings indicated that both types of self-efficacy predicted career intentions and life satisfaction. To better understand the processes that contribute to gender gaps in certain science careers, gender differences in mean levels of self-efficacy and in the structural relations among the variables of interest were examined using multi-group analyses. Females reported lower academic self-efficacy, despite having similar levels of prior achievement and outcomes; structural relations also appeared to vary by gender. Results extend theoretical understanding of the roles of two distinct forms of self-efficacy and the potential mechanisms explaining gender gaps in science fields.

The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM.

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.

Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit.

This investigation of undergraduates' heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students' identities shift within a single semester and supporting science perceived competence before college may support students' science identity development.

From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent class membership. In addition, students in the two highest classes were significantly more likely to report being involved in science careers or science fields after college graduation than students in the Moderate-Low with Early Decline class. (PsycINFO Database Record