Motivational interventions grounded in Eccles and colleagues' situated expectancy-value theory (SEVT) can promote students' motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students' academic motivation, performance,…

The present integrative data analysis examined gender differences in achievement, achievement profiles, and achievement motivation in mathematics, reading, and science among 113,864 top-performing adolescent math students (top 5% in their respective countries). To do this, we applied the same analysis protocol to representative individual…

This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and…

Math and science motivational beliefs are essential in understanding students' science, technology, engineering, and math (STEM) achievement and choices in high school and college. Drawing on the Eccles' expectancy-value theory and Arnett's emerging adulthood framework, this study examined the relations among high school students' motivational…

Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present…

Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom…

This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United…

Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades…

We examined the linear and nonlinear relations between breadth of extracurricular participation in 11th grade and developmental outcomes at 11th grade and 1 year after high school in an economically diverse sample of African-American and European-American youth. In general, controlling for demographic factors, children's motivation, and the…

Discriminant function analysis assessed the predictive relevance of nine characteristics measured in sixth grade for differentiating among social identities claimed 4 years later by 616 participants in the Michigan Study of Life Transitions. For females, the first discriminant function, associated with academic motivation, self-esteem, and…

Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions…

This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout…

This study examined activities used during elementary school math and reading instruction. Teachers reported their use of cooperative, competitive, and individual activities in math and reading, their subjective evaluations of teaching each subject, and their level of focus on promoting students' interests. Analyses indicated that teachers used…

Examined the influence of school and classroom environmental factors, such as teacher discipline practices and teacher-student relations, on middle school students' motivation. Found that, compared to sixth-grade math teachers, middle school math teachers controlled students more, provided students with fewer decision-making opportunities, and…