Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course
- Authors
- Perez, Tony; Robinson, Kristy A.; Priniski, Stacy J.; Lee, You-kyung; Totonchi, Delaram A.; Linnenbrink-Garcia, Lisa
- Issue Date
- Aug-2023
- Publisher
- WILEY
- Keywords
- costs; expectancy; motivation profiles; STEMM persistence; values
- Citation
- ANNALS OF THE NEW YORK ACADEMY OF SCIENCES, v.1526, no.1, pp 73 - 83
- Pages
- 11
- Journal Title
- ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
- Volume
- 1526
- Number
- 1
- Start Page
- 73
- End Page
- 83
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/159734
- DOI
- 10.1111/nyas.15031
- ISSN
- 0077-8923
1749-6632
- Abstract
- 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.
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