From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

Abstract

This five-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across four years of college were examined using growth mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent class membership. In addition, students in the two highest classes were significantly more likely to report being involved in science careers or science fields after college graduation than students in the Moderate-Low with Early Decline class.

Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit

“…For example, although subgroups of students exhibited declines in task value (Archambault et al, 2010; Musu-Gillette et al, 2015) and science identity (Robinson, Perez et al, 2018), the full samples in these studies did not display this pattern of decline. Most relevant to the current study is a longitudinal study examining change in science identity in a sample of elite college students throughout college; results indicated that declines in science identity were relatively rare, suggesting that educators may want to target interventions specifically on students who exhibit declines rather than the whole college population (Robinson, Perez et al, 2018). This prior study also speaks to the dual nature of identity: its relative stability, with very slow change for the majority of students, but with the potential for rapid change during college for some.…”

“…Identity-related attainment value shares characteristics with theoretical conceptualizations of identity in the broader identity literature (e.g., Luyckx, Goossens, Soenens, & Beyers, 2006; Marcia, 1993; Markus & Nurius, 1986; Schwartz, Zamboanga, Luyckx, Meca, & Ritchie, 2013; see Robinson, Perez et al, 2018 for a more detailed discussion), such as the focus on absolute salience or importance to one’s identity. However, in contrast to conceptualizations of identity as a whole, or on identity processes regardless of contents, expectancy-value theory’s focus on the identity contents in the context of a particular task or domain is a defining characteristic of this conceptualization (Eccles, 2009).…”

“…However, recent research from a person-oriented perspective suggests that there is heterogeneity in task value trajectories during childhood, adolescence, and young adulthood (Archambault, Eccles, & Vida, 2010; Robinson, Perez et al, 2018; Musu-Gillette, Wigfield, Harring, & Eccles, 2015), including in studies that examined science identity and broad personal importance. For example, although subgroups of students exhibited declines in task value (Archambault et al, 2010; Musu-Gillette et al, 2015) and science identity (Robinson, Perez et al, 2018), the full samples in these studies did not display this pattern of decline.…”

“…Identity beliefs, including students’ value for a domain because of its importance to their identity, can be a powerful source of motivation but there is little research examining their development and correlates in college. Prior work provides evidence of average declines in motivational constructs related to identity (Robinson, Lee, et al, 2018; Fredricks & Eccles, 2002; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Watt., 2004) suggesting a need for broad-based identity supports in college; however, more recent research identified heterogenous patterns of identity development across college such that not all students experienced a decline (Robinson, Perez, Nuttall, Roseth, & Linnenbrink-Garcia, 2018). Additional research is needed to consider and identify various patterns of development in order to understand what factors facilitate adaptive science identity development.…”

“…Studying science identity development during introductory coursework is important, as particularly competitive or challenging gateway courses in STEM may destabilize students’ motivation during a key period of transition to the university or to a STEM major. Thus, the current study provides an important extension of Robinson, Perez et al (2018) by focusing on short-term identity shifts and investigating whether science identity, which is thought to be largely stable during college (Eccles, 2009; Waterman, 1993), can shift within a single semester. To better understand individual differences in development and the adaptiveness of various developmental trajectories, we also examine whether demographic characteristics, competence beliefs, final exam grades, and STEM major retention are related to science identity trajectories.…”