Patterns, predictors, and outcomes of situated expectancy‐value profiles in an introductory chemistry course

• Published in: Annals of the New York Academy of Sciences 2023-08, Vol.1526 (1), p.73-83
• Main Authors: Perez, Tony, Robinson, Kristy A., Priniski, Stacy J., Lee, You‐kyung, Totonchi, Delaram A., Linnenbrink‐Garcia, Lisa
• Format: Article
• Language: English
• Subjects: Achievement; Chemistry; College students; costs; Engineering; Expectancy; Humans; Motivation; motivation profiles; Personnel development; Professional development; Science; STEMM persistence; Students; Universities; values
• ISSN: 0077-8923; 1749-6632; 1749-6632
• DOI: 10.1111/nyas.15031

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. We identified four profiles of science self‐efficacy, values, and costs among chemistry undergraduates: (1) Moderately Confident and Costly, (2) Mixed Values‐Costs/Moderate‐High Confidence, (3) High Confidence and Values/Moderate‐Low Costs, and (4) High All. Underrepresented students were more likely in profile 2 and first‐generation students were more likely in 4. Profile 3 was most adaptive for proximal and distal persistence outcomes, which suggests supporting motivation earlier is important for STEMM undergraduates’ talent development.