Sustaining Optimal Motivation: A Longitudinal Analysis of Interventions to Broaden Participation of Underrepresented Students in STEM.

TLDR: Using SEM-based parallel process latent growth curve modeling, a large sample of high-achieving African American and Latino undergraduates in STEM disciplines attending 38 institutions of higher education in the United States found that engagement in undergraduate research was the only factor that buffered underrepresented students against an increase in performance-avoidance goals over time.

Abstract: The underrepresentation of racial minorities and women in science, technology, engineering, and mathematics (STEM) disciplines is a national concern. Goal theory provides a useful framework from which to understand issues of underrepresentation. We followed a large sample of high-achieving African American and Latino undergraduates in STEM disciplines attending 38 institutions of higher education in the United States over 3 academic years. We report on the science-related environmental factors and person factors that influence the longitudinal regulation of goal orientations. Further, we examine how goal orientations in turn influence distal academic outcomes such as performance and persistence in STEM. Using SEM-based parallel process latent growth curve modeling, we found that (a) engagement in undergraduate research was the only factor that buffered underrepresented students against an increase in performance-avoidance goals over time; (b) growth in scientific self-identity exhibited a strong positive effect on growth in task and performance-approach goals over time; (c) only task goals positively influenced students' cumulative grade point average, over and above baseline grade point average; and (d) performance-avoidance goals predicted student attrition from the STEM pipeline. We discuss the implications of these findings for underrepresented students in STEM disciplines.

Frequently asked questions

Q1. What are the contributions in "Sustaining optimal motivation: a longitudinal analysis of interventions to broaden participation of underrepresented students in stem" ?

The authors followed a large sample of highachieving African American and Latino undergraduates in STEM disciplines attending 38 institutions of higher education in the United States over 3 academic years. The authors report on the science-related environmental factors and person factors that influence the longitudinal regulation of goal orientations. Further, the authors examine how goal orientations in turn influence distal academic outcomes such as performance and persistence in STEM. Using SEM-based parallel process latent growth curve modeling, the authors found that ( a ) engagement in undergraduate research was the only factor that buffered underrepresented students against an increase in performance-avoidance goals over time ; ( b ) growth in scientific self-identity exhibited a strong positive effect on growth in task and performance-approach goals over time ; ( c ) only task goals positively influenced students ' cumulative grade point average, over and above baseline grade point average ; and ( d ) performance-avoidance goals predicted student attrition from the STEM pipeline. The authors discuss the implications of these findings for underrepresented students in STEM disciplines. 

Q2. What are the future works mentioned in the paper "Sustaining optimal motivation: a longitudinal analysis of interventions to broaden participation of underrepresented students in stem" ?

Upon further consideration, this finding was consistent with the process of pursuing a scientific research career, as students must develop mastery in their discipline and also be successful in the highly competitive process of gaining employment as a scientist or gaining entry into graduate school ( Barron & Harackiewicz, 2001a ). Future research investigating the dynamics between goals and identities will certainly be needed. 

Q3. What are the main motivational constructs from the social-cognitive paradigm?

Although the focus of this research is on goal orientations, there are numerous other influential motivational constructs from the social-cognitive paradigm, such as expectancies, values, and self-efficacy. 

Q4. What is the current conception of achievement goal orientations?

The current conception of achievement goal orientations distinguishes not only between mastery and performance goals but also between approach and avoidance orientations (Kaplan & Maehr, 2007; Pintrich, 2000). 

Q5. What is the likely explanation for the motivation of Esmerelda to achieve in science?

According to Barron and Harackiewicz (2001a), Esmerelda is the most likely student to experience long-term educational achievement in science because only she exhibited optimal motivation for success in a complex and often competitive environment. 

Q6. What is the role of environment in goal theory?

The role of environment—From the early articulation of the theory through today, goal theorists have focused on the critical role of the environment on individual perception and meaning making (E. M. Anderman & Maehr, 1994). 

Q7. What was the effect of the research experience on the growth in task goals?

In the current study, growth in scientific self-identity exhibited a strong influence on growth in task and performance-approach goals. 

Q8. What is the effect of the performance-avoidance goals on persistence in STEM?

Achievement goals, in turn, exert influence on students' long term academic achievement and persistence in STEM, even after controlling for background characteristics and prior achievement. 

Q9. What are the main factors that influence the adoption of goal orientations?

developmental, gender, and ethnic/racial differences may lead to the adoption of particular goal orientations that are stable across contexts and time (Pintrich & Schunk, 2002b). 

Q10. What is the common reason why minorities are less likely to complete undergraduate degrees than are their?

Minority students, particularly African Americans and Latinos, are less likely to complete either undergraduate or advanced degrees than are their White and Asian counterparts (Cook & Córdova, 2007; Koenig, 2009; Myers & Pavel, 2011). 

Q11. What is the effect of the final trimmed model on persistence?

The final trimmed model provided good fit to the data (see Table 2, M8), and probit regression revealed that, contrary to their hypothesis, only the intercept of performance-avoidance goals influenced persistence (b = −0.22, SE = .09, p = .01). 

Q12. What was the score profile of students who transitioned to a minority training program?

students who transitioned to and stayed continuously enrolled in a minority training program in the third wave of data collection would have a score profile of 0, 0, 1, 2, 3.