Motivational Profiling in Science: The Role of Ethnicity and Socioeconomic Status (SES) (81081)

Session Information:

Friday, 24 May 2024 15:30
Session: Poster Session 1
Room: Orion Hall (5F)
Presentation Type: Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The Science Technology Engineering and Mathematics (STEM) industry is suffering from huge disparity within the demographics of the workforce (UKCES, 2022). Likewise, within education, the discrepancy between motivation and achievement in science of disadvantaged students and their peers is growing, driven by social injustice (Mallaburn et al, 2018). The Situated Expectancy Value Theory (SEVT) is a proximal determinant for motivation, consequently impacting achievement and aspirations (Eccles and Wigfield, 2020). However, there is a lack of studies on the interplay of SEVT, perceived task difficulty (motivation based on expected success and the level of effort required) and science capital (science related attitudes and family qualifications), contextualised by the role of SES and ethnicity in science. A two-wave longitudinal design was implemented; students (n=1107) self-reported science aspirations, SEVT variables, perceived task difficulty and science capital, generated through pre-validated questionnaires, followed by a science achievement test. Thus, a multifaceted approach was employed to produce motivational profiles using Latent Profile Analysis, which indicated that a four-profile solution was optimal (Muthen B. O, 2004). Profile four accommodated 48.8% of learners, characterised by high expectancy, value and perceived task difficulty, coupled with low cost and moderate science capital. Subsequently, the motivational profiles were used to explore variations in achievement and aspirations, whilst examining how sociodemographic differences play a predictive role in determining one’s profile membership. The findings imply classroom strategies influencing policy and practise, to raise student motivation, achievement and aspirations at a critical stage of education, contributing to positive societal change. 

Aaisha Patel, Liverpool John Moores University, United Kingdom

About the Presenter(s)
Ms Aaisha Patel is a University Doctoral Student at Liverpool John Moores university in United Kingdom

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00