Science motivation, academic achievement, career aspirations in early adolescents

Abstract

Studies have shown how expectancy and subjective task values (STVs) support, and perceived cost can undermine, science achievement and aspirations. Studies that combine multiple facets of STVs and cost with expectancy to explore impacts of science achievement and aspiration, in early adolescence, are lacking. The sample comprised 1240 students (498 males, mean age of 12.4 years) who self-reported expectancy, STVs, and cost. Between one and two weeks later students self-reported science aspirations and took a 30-min science test. A latent profile analysis indicated a four-profile solution was optimal. A profile comprised of high expectancy and STV, with low cost, showed the highest achievement and aspirations. In profiles where expectancy and STV were lower, or cost higher, achievement and aspirations were lower. Our findings imply classroom strategies, or interventions, to raise expectation and STV, and reduce cost, would benefit students at a critical age.

Educational implications statement

In students aged 11–14 years the highest science achievement and aspirations were found in a motivational profile where success was expected in combination with a perception of science being interesting/enjoyable, important, and useful, along with a perception that the cost of studying science (e.g., the effort involved) was low. Science achievement and aspirations were lower in motivational profiles where expectations and interest/enjoyment in science was lower, and cost was higher. Instructional strategies, interventions, and outreach activities, that raise accurate expectations of success and interest/enjoyment in science, and which reduce costs, would be possible ways to boost science aspirations and achievement.