Ming Te Wang|Angela Chow|Jessica L. Degol|Jacquelynne S. Eccles
Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry
University of Pittsburgh|Indiana University Bloomington|University of Pittsburgh|University of California, Irvine
students motivational beliefs learning physical science critical achieving positive educational outcomes study incorporated expectancyvalue theory capture heterogeneity adolescents motivational trajectories physics chemistry seventh twelfth grade linked trajectories sciencerelated outcomes used crosssequential design based three different cohorts adolescents n 699 515 female 95 european american ages youngest middle oldest cohorts first wave 132 141 153 years coming ten public secondary schools although many studies claim physical science motivation declines average time identified seven differential motivational trajectories ability selfconcept task values found associations trajectories science achievement advanced science course taking science career aspirations adolescents ability selfconcept task values physics chemistry also positively related interlinked time examining students motivational beliefs physical science develop secondary school offers insight capacity different groups students successfully adapt changing educational environments