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

Publication ,  Journal Article
Perez, T; Wormington, SV; Barger, MM; Schwartz-Bloom, RD; Lee, Y-K; Linnenbrink-Garcia, L
Published in: Sci Educ
March 2019

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. Using latent profile analysis, we identified three profiles that characterized 600 participants' motivation during their first semester in college: Moderate All, Very High Competence/Values-Low Effort Cost, and High Competence/Values-Moderate Low Costs. The Moderate All profile was associated with the completion of fewer STEM courses and lower STEM GPAs relative to the other profiles after one year and after four years of college. Furthermore, underrepresented minority students were overrepresented in the Moderate All profile. Findings contribute to our understanding of how science competence beliefs, task values, and perceived costs may coexist and what combinations of these variables may be adaptive or deleterious for STEM persistence and achievement.

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Published In

Sci Educ

DOI

ISSN

0036-8326

Publication Date

March 2019

Volume

103

Issue

2

Start / End Page

264 / 286

Location

United States

Related Subject Headings

  • Education
  • 3901 Curriculum and pedagogy
  • 1608 Sociology
  • 1302 Curriculum and Pedagogy
 

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Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R. D., Lee, Y.-K., & Linnenbrink-Garcia, L. (2019). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Sci Educ, 103(2), 264–286. https://doi.org/10.1002/sce.21490
Perez, Tony, Stephanie V. Wormington, Michael M. Barger, Rochelle D. Schwartz-Bloom, You-Kyung Lee, and Lisa Linnenbrink-Garcia. “Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.Sci Educ 103, no. 2 (March 2019): 264–86. https://doi.org/10.1002/sce.21490.
Perez T, Wormington SV, Barger MM, Schwartz-Bloom RD, Lee Y-K, Linnenbrink-Garcia L. Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Sci Educ. 2019 Mar;103(2):264–86.
Perez, Tony, et al. “Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.Sci Educ, vol. 103, no. 2, Mar. 2019, pp. 264–86. Pubmed, doi:10.1002/sce.21490.
Perez T, Wormington SV, Barger MM, Schwartz-Bloom RD, Lee Y-K, Linnenbrink-Garcia L. Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Sci Educ. 2019 Mar;103(2):264–286.
Journal cover image

Published In

Sci Educ

DOI

ISSN

0036-8326

Publication Date

March 2019

Volume

103

Issue

2

Start / End Page

264 / 286

Location

United States

Related Subject Headings

  • Education
  • 3901 Curriculum and pedagogy
  • 1608 Sociology
  • 1302 Curriculum and Pedagogy