Vinni-Laakso Janica, Guo Jiesi, Juuti Kalle, Loukomies Anni, Lavonen Jari, Salmela-Aro Katariina
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia.
Front Psychol. 2019 Jul 2;10:1449. doi: 10.3389/fpsyg.2019.01449. eCollection 2019.
According to modern expectancy-value theory, students' motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students' value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki ( = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls' science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys' self-concept of ability decreased. The girls' mean levels in science-related intrinsic value were higher than those of the boys, while students' self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls' intrinsic value in early science education does not steer them away from STEM occupations; boys' task motivation might be at greater risk of decline during early science education.
根据现代期望价值理论，学生在学科学习上的动机在其学业生涯伊始就开始出现差异，呈现出特定任务的动机模式。然而，文献中尚无明确证据表明学生的价值信念在小学低年级阶段是如何形成以及相互作用的。本研究采用纵向结构方程模型，基于赫尔辛基七所学校的一年级学生及其一年后的随访数据（n = 332；年龄 = 7至8岁；女生占51%），考察了与科学相关的任务价值（即内在价值和成本）、能力自我概念与未来职业抱负之间的关系。结果表明，具有较高科学相关能力自我概念和内在价值的学生往往认为科学学习成本较低。科学相关能力自我概念是最稳定的结构，而内在价值和成本在一、二年级之间存在显著波动。一年级时较高的科学相关能力自我概念预示着二年级时较低的成本价值，较高的科学相关内在价值是未来从事科学、技术、工程和数学（STEM）职业抱负的边缘显著预测因素。均值水平差异显示，女生在两个年级的科学相关能力自我概念、内在价值和成本保持不变，而男生的能力自我概念有所下降。女生的科学相关内在价值均值水平高于男生，而两个年级学生的能力自我概念和成本在性别上相似。交叉滞后面板模型显示，在控制动机信念的情况下，二年级女生报告的STEM职业抱负比男生更多。总之，结果表明，年幼学生对科学的高度兴趣预示着STEM职业抱负；早期科学教育中女生较高的内在价值并不会使她们远离STEM职业；在早期科学教育中，男生的任务动机可能更有下降的风险。
