Abstract
Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents’ math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, MT1age = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation.
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10 April 2024
A Correction to this paper has been published: https://doi.org/10.1007/s10964-024-01978-9
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Acknowledgements
We would like to thank the Editor, Dr. Roger J. R. Levesque, and two anonymous reviewers who provided feedback on an earlier version of this manuscript as well as the teens who participated in this study, their families for allowing them to participate and the staff of our partner sites.
Authors’ Contributions
E.O. proposed the research questions, analyzed the data, and drafted the manuscript; M.Z. coordinated the data collection, and drafted the manuscript; A.J.H. contributed to the data collection, interpretation of data analysis, and production of the manuscript; A.J. contributed to the production of the manuscript; C.S.M. contributed to the production of the manuscript; F.L. edited the manuscript; A.R.D. edited the manuscript; C.J.M. contributed to the data collection and edited the manuscript; L.M. contributed to the data collection, and drafted the manuscript; F.B. contributed to the research design, data collection, and drafted the manuscript; K.B. contributed to the data collection and drafted the manuscript; L.B. contributed to data collection, and drafted the manuscript; M.D. contributed to data collection, and drafted the manuscript; G.F. contributed to the data collection, and drafted the manuscript; H.S. edited the manuscript; M.W. contributed to the research design and drafted the manuscript; A.R. contributed to the research design, data collection and drafted the manuscript; A.H.R. contributed to the research design, data collection and drafted the manuscript; K.L.M. contributed to the data collection, the research design, data analysis, and drafted the manuscript. All authors reviewed and approved the final version of the manuscript.
Funding
This research was funded by the National Science Foundation [Grant Number: DRL-1831593] in the United States and the Wellcome Trust and the Economic and Social Research Council [Grant Number: 206259/Z/17/Z] in the United Kingdom.
Data Sharing and Declaration
Because of ethics agreements, the datasets generated during the current study are not publicly available. However, they are available from the corresponding and senior (A.R., M.W., A.H.R. and K.L.M.) authors to the extent allowable under those agreements.
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The authors declare no competing interests.
Ethical Approval
This study is approved by the Human Research Ethics Committee of Goldsmiths, University of London, and the Institutional Review Board of North Carolina State University (Ethics approval number is 21017).
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Informed parental consent (UK) and parental passive consent (US) were obtained from all participants included in the study.
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Ozturk, E., Zhao, M., Hoffman, A.J. et al. Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. J. Youth Adolescence 53, 1542–1563 (2024). https://doi.org/10.1007/s10964-024-01949-0
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DOI: https://doi.org/10.1007/s10964-024-01949-0