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.

Willingness to Engage in Collective Action After the Police Killing of an Unarmed Black Man: Differential Pathways for Black and White Individuals.

This cross-sectional survey study examined the underlying psychosocial constructs of Black (n = 163) and White (n = 246) university students' willingness to endorse racially motivated collective action. Consistent with the defensive motivation system model, we expected the police shooting of an unarmed Black American to activate concerns about personal safety, thereby eliciting negative affect, lack of forgiveness of the perpetrator, and motivation to engage in collective action. This path model was expected for both Black and White participants, with stronger associations among Black participants. In the full model, Black participants identified more with the victim and indicated greater personal threat, which led to (1) more negative affect and greater endorsement of collective action and (2) greater avoidance of the shooter and greater endorsement of collective action. In the Black participants model, collective action was explained by identifying with the victim and feeling personally threatened. In the White participants model, collective action was explained by three pathways stemming from identifying with the victim and personal threat, including negative affect, seeking avoidance, and seeking revenge. The results indicate different mechanisms to explain Black and White individuals' motivation to endorse collective action to prevent police-involved shootings of unarmed Black Americans.

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.

Implicit Sex Guilt Predicts Sexual Behaviors: Evidence for the Validity of the Sex-Guilt Implicit Association Test.

Self-report measures of sexuality may be influenced by people's conscious concerns about confidentiality and social desirability. Alternatively, non-conscious measures (e.g., implicit association tests; [IATs]) are designed to minimize these validity concerns. We constructed an IAT measure of sex guilt using 154 male and female university students. The sex-guilt IAT demonstrated convergent validity as it correlated with various sexual behaviors and incremental validity as it improved the prediction of several sexual behaviors beyond that provided by the Brief Mosher Sex Guilt Scale. We conclude that a non conscious measure of sex guilt may complement the use of self-reports in studying sexual behaviors.