Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Perez, Tony | - |
dc.contributor.author | Robinson, Kristy A. | - |
dc.contributor.author | Priniski, Stacy J. | - |
dc.contributor.author | Lee, You-kyung | - |
dc.contributor.author | Totonchi, Delaram A. | - |
dc.contributor.author | Linnenbrink-Garcia, Lisa | - |
dc.date.accessioned | 2024-03-20T08:00:19Z | - |
dc.date.available | 2024-03-20T08:00:19Z | - |
dc.date.issued | 2023-08 | - |
dc.identifier.issn | 0077-8923 | - |
dc.identifier.issn | 1749-6632 | - |
dc.identifier.uri | https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/159734 | - |
dc.description.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. | - |
dc.format.extent | 11 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.publisher | WILEY | - |
dc.title | Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course | - |
dc.type | Article | - |
dc.publisher.location | 미국 | - |
dc.identifier.doi | 10.1111/nyas.15031 | - |
dc.identifier.scopusid | 2-s2.0-85168222305 | - |
dc.identifier.wosid | 001019333400001 | - |
dc.identifier.bibliographicCitation | ANNALS OF THE NEW YORK ACADEMY OF SCIENCES, v.1526, no.1, pp 73 - 83 | - |
dc.citation.title | ANNALS OF THE NEW YORK ACADEMY OF SCIENCES | - |
dc.citation.volume | 1526 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 73 | - |
dc.citation.endPage | 83 | - |
dc.type.docType | Article | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | scie | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Science & Technology - Other Topics | - |
dc.relation.journalWebOfScienceCategory | Multidisciplinary Sciences | - |
dc.subject.keywordPlus | STUDENTS | - |
dc.subject.keywordPlus | COST | - |
dc.subject.keywordPlus | MOTIVATION | - |
dc.subject.keywordPlus | ABILITY | - |
dc.subject.keywordPlus | EXPERIENCES | - |
dc.subject.keywordPlus | SCIENCE | - |
dc.subject.keywordPlus | GENDER | - |
dc.subject.keywordPlus | MODEL | - |
dc.subject.keywordAuthor | costs | - |
dc.subject.keywordAuthor | expectancy | - |
dc.subject.keywordAuthor | motivation profiles | - |
dc.subject.keywordAuthor | STEMM persistence | - |
dc.subject.keywordAuthor | values | - |
dc.identifier.url | https://nyaspubs.onlinelibrary.wiley.com/doi/10.1111/nyas.15031 | - |
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