Despite efforts to attract and maintain diverse students in the science, technology, engineering, and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students’ competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short-term and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership. Using latent profile analysis, we identified three profiles that characterized 600 participants’ motivation during their first semester in college: Moderate All, Very High Competence/Values-Low Effort Cost, and High Competence/Values-Moderate Low Costs. The Moderate All profile was associated with the completion of fewer STEM courses and lower STEM grade point averages relative to the other profiles after 1 and 4 years of college. Furthermore, underrepresented minority students were overrepresented in the Moderate All profile. Findings contribute to our understanding of how science competence beliefs, task values, and perceived costs may coexist and what combinations of these variables may be adaptive or deleterious for STEM persistence and achievement.
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This is the peer reviewed version of the following article:
Perez, T., Wormington, S. V., Barger, M. M., Schwartz‐Bloom, R. D., Lee, Y. k., & Linnenbrink‐Garcia, L. (2019). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Science Education, 103(2), 264-286.
, which has been published in final form at https://doi.org/10.1002/sce.21490. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Original Publication Citation
Perez, T., Wormington, S. V., Barger, M. M., Schwartz‐Bloom, R. D., Lee, Y. k., & Linnenbrink‐Garcia, L. (2019). Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Science Education, 103(2), 264-286. https://doi.org/10.1002/sce.21490
Perez, Tony; Wormington, Stephanie V.; Barger, Michael M.; Schwartz-Bloom, Rochelle D.; Lee, You-Kyung; and Linnenbrink-Garcia, Lisa, "Science Expectancy, Value, and Cost Profiles and Their Proximal and Distal Relations to Undergraduate Science, Technology, Engineering, and Math Persistence" (2019). Educational Foundations & Leadership Faculty Publications. 124.