Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach.

Educational and psychological research often involves comparing motivation across groups. It is critical to ensure that observed differences in motivation are true variations by group, not due to measurement biases. With a diverse sample of undergraduate students (N = 2200), this study measured internal consistency and gathered validity evidence based on the internal structure of five motivation scales.

Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining Differences Between Racially Marginalized and White Students in STEM.

This study examined whether performance goal orientations and mindset beliefs explicate the negative relation of ethnic stereotype threat with achievement and whether these processes vary depending on students' membership in a historically minoritized group. Multigroup analyses of undergraduate chemistry students ( = 1,376) indicated that perceived ethnic stereotype threat was associated with lower achievement regardless of whether students were from underrepresented minority groups (URM). For URM students, compared to White students, ethnic stereotype threat more strongly predicted performance-avoidance goals.

Dweck's Social-Cognitive Model of Achievement Motivation in Science.

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates ( = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined.

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).

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.

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.

How Instructors Can Enhance Biology Students' Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions.

The high failure rate of students in "gateway" science, technology, engineering, and mathematics (STEM) courses has been a persistent problem for biology programs nationwide. Common wisdom contends that addressing this problem requires major curricular overhauls. While desirable, such large systematic changes are often expensive or impractical.

Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.

Despite efforts to attract and maintain diverse students in the science, technology, engineering and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students' competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership.

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 () using growth mixture modeling. Underrepresented minorities were more likely to exhibit science identities versus patterns. Students with higher perceived competence were more likely classified into the class compared to the other classes.

Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students.

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment.

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.

Repairing the Leaky Pipeline: A Motivationally Supportive Intervention to Enhance Persistence in Undergraduate Science Pathways.

The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants ( = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample ( = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college).

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science.

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the "fuel" that will power a science and technology-driven U.S. economy.