Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations

Oppermann, Elisa; Vinni-Laakso, Janica; Juuti, Kalle; Loukomies, Anni; Salmela‐Aro, Katariina

doi:10.1016/j.cedpsych.2020.101927

Cited by 24 publications

(51 citation statements)

References 54 publications

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“…Thus, male students provide action proof with manipulative objects better than female students. This conforms with the result of Guez et al (2020); Oppermann et al (2021) that the numeracy ability of male students is better than female students, but it is in contrast with Nugraha & Pujiastuti (2019), who revealed that in terms of cognitive female students and male students have a low percentage of differences.…”

Section: Discussionsupporting

confidence: 90%

Action Proof: Analyzing Elementary School Students Informal Proving Stages through Counter-examples

Amir

2021

International j.of Elementary Education

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Both female and male elementary school students have difficulty doing action proof by using manipulative objects to provide conjectures and proof of the truth of a mathematical statement. Counter-examples can help elementary school students build informal proof stages to propose conjectures and proof of the truth of a mathematical statement more precisely. This study analyzes the action proof stages through counter-examples stimulation for male and female students in elementary schools. The action proof stage in this study focuses on three stages: proved their primitive conjecture, confronted counter-examples, and re-examined the conjecture and proof. The type of research used is qualitative with a case study approach. The research subjects were two of the 40 fifth-grade students selected purposively. The research instrument used is the task of proof and interview guidelines. Data collection techniques consist of Tasks, documentation, and interviews. The data analysis technique consists of three stages: data reduction, data presentation, and concluding. The analysis results show that at the stage of proving their primitive conjecture, the conjectures made by female and male students through action proofs using manipulative objects are still wrong. At the stage of confronted counter-examples, conjectures and proof made by female and male students showed an improvement. At the stage of re-examining the conjecture and proof, the conjectures and proof by female and male students were comprehensive. It can be concluded that the stages of proof of the actions of female and male students using manipulative objects through stimulation counter-examples indicate an improvement in conjectures and more comprehensive proof.

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Section: Discussionsupporting

confidence: 90%

Action Proof: Analyzing Elementary School Students Informal Proving Stages through Counter-examples

Amir

2021

International j.of Elementary Education

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“…Such findings are also reflected in person-centered studies that accordingly identify patterns of motivational beliefs in which high levels of motivational variables in one domain were coupled with low levels of motivational variables in other domains (e.g., Oppermann et al, 2021: math-motivated/low Finnish language and science; Viljaranta et al, 2009: practical skills and language motivated/low mathematics and social science). Gender differences in such profiles have also been shown, with boys being overrepresented in profiles with high motivation in math-related domains versus low motivation in language-related domains (Oppermann et al, 2021) and with girls being overrepresented in profiles with low motivation in mathrelated versus high motivation in language-related domains (Gaspard et al, 2019;Umarji et al, 2018). Previous person-centered studies that refer to SEVT and that have used data of the Michigan Study of Adolescent and Adult Life Transitions (MSALT; Lazarides et al, 2020;Umarji et al, 2018) showed that such profiles predict future educational and occupational choices.…”

mentioning

confidence: 84%

“…Personcentered longitudinal studies have accordingly identified interindividually different developmental trajectories of motivational beliefs (e.g., Gaspard et al, 2020;Guo et al, 2018) and intraindividual changes in different interindividual configurations of motivational beliefs over time (e.g., Lazarides et al, 2020Lazarides et al, , 2016Umarji et al, 2018;Viljaranta et al, 2017). The findings of the few existing studies that have considered changes of motivational belief patterns across multiple domains suggest that profile membership is stable across time (Lazarides et al, 2016;Nurmi & Aunola, 2005;Oppermann et al, 2021). Findings also show a tendency of students to develop specialized motivational beliefs across time-for example, Umarji et al (2018) investigated changes in profiles and in profile membership from Grade 6 to Grade 12 and found a "High math-high English" profile that existed in Grade 6 through Grade 10, but not in Grade 12.…”

Section: Changes In Profiles Of Motivational Beliefsmentioning

confidence: 99%

“…Students’ motivational beliefs in classrooms are highly heterogeneous—not all adolescents, for example, are equally interested, confident in their abilities, and equally convinced that learning is useful for them (Linnenbrink-Garcia et al, 2018; Viljaranta et al, 2017). Referring to the theoretical assumptions of Eccles et al’s situated expectancy–value theory (SEVT; Eccles et al, 1983; Eccles & Wigfield, 2020; Wigfield et al, 2020), prior person-centered studies have shown different intraindividual patterns of motivational beliefs across multiple domains in childhood (Oppermann et al, 2021) and adolescence (Gaspard et al, 2019; Umarji et al, 2018). Profiles of motivational beliefs are important predictors of academic and occupational choice behaviors (Gaspard et al, 2019; Guo et al, 2018; Lazarides et al, 2020; Umarji et al, 2018).…”

Section: Eccles’s Sevt Dimensional Comparison Theory and Profiles Of ...mentioning

confidence: 99%

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Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework.

Lazarides¹,

Dicke²,

Rubach³

et al. 2021

Developmental Psychology

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This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; M age = 16.49, SD = .63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course.

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“…Other research also states that in STEM (Science, Technology, Engineering, and Mathematics) learning, gender has an intrinsic relationship with this learning. Girls tend to be moderately motivated in learning mathematics, but in the learning process and learning aspirations, girls have a higher motivation than boys (Oppermann et al, 2020).…”

Section: Figure 1 Respondent Gendermentioning

confidence: 98%

Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era

Nursetiawati

Josua

Atmanto

et al. 2020

JPII

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The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents â€˜expectations of studentsâ€™ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the familyâ€™s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the familyâ€™s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the studentsâ€™ non-physical environment, namely parents, to remain motivated.

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Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations

Cited by 24 publications

References 54 publications

Action Proof: Analyzing Elementary School Students Informal Proving Stages through Counter-examples

Action Proof: Analyzing Elementary School Students Informal Proving Stages through Counter-examples

Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework.

Science Education in the Family Environment with the Experimental Method of Facial Cosmetics Plant Fertilization in the Covid-19 Pandemic Era

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