In this study, 80 ninth-grade students enrolled in Algebra I from a high school in south Texas completed the Implicit Theories of Intelligence Scale for Children (ITIS) Survey and the Attitudes Toward Mathematics Inventory (ATMI) Survey, before and after a set of interventions. The students were divided into one of four groups, three with applied…

In their situated expectancy-value theory, Eccles and Wigfield (2020) assume students' competence and value beliefs to be situation-specific and thereby to be "situative" in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and…

Researchers developing questionnaire measures of personality, motivation, and self-regulation constructs related to students' achievement and persistence in STEM or other fields rarely have examined whether the items on the measures used are functioning differently across groups, which is necessary for accurate group comparison. The present study…

In this study, ninth grade students' attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school) in…

The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data was collected in 2017 from 442 students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified…

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…

The present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association with student's motivation, specifically, their perceived control. In a longitudinal study following 391 students across three measurement points, encompassing the transition from 9th to 10th grade (from basic to…

Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2…

This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration,…

This study examines the contribution of epistemological beliefs to middle school students' reported use of self-regulated learning strategies. One hundred and sixty 8th and 9th graders from three public middle schools participated in the study. Gender was about equally represented in the sample (89 girls, 71 boys). During the group examination…

This chapter addresses how critical choices in the math and science pipeline can be traced back to adolescents' self-concepts of abilities and values at the beginning of high school. (Contains 3 figures.)