Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students.

ABSTRACT: To better understand the gender gap in science, technology, engineering and math (STEM) aspiration, the article examines the critical role of domain-specific motivation (i.e., expectancy and task values). Using longitudinal data from 5th and 6th grade (∼11-12-year-old) students (n = 360, 55% girls), person-oriented analyses was applied to understand the gendered motivational profiles and their longitudinal influence on achievement and STEM aspiration. Specifically, we aimed to (1) derive motivational belief profiles regarding science, mathematics, and language (Finnish), (2) analyze the stability and change in the profiles between the 5th and 6th grade, (3) assess the relationship between motivational profiles and achievement and STEM aspiration, and (4) test for gender differences.

SUBMITTER: Olive K 

PROVIDER: S-EPMC9469012 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature