Contemporary Educational Psychology (2025)
Authors: Christine R. Starr, Lisa Hunter, and Anna P. Veenendall
Abstract: Understanding what experiences relate to changes in patterns of motivational beliefs across a gateway STEM course can help educators promote growth in their students. In a diverse sample of students taking gateway introductory biology courses (64% women, 38% Asian, 30% White, 25% Latine, 4% Black), we explored latent profile transitions in six different STEM motivational beliefs: expectancy, value, and cost beliefs, STEM identity (typicality and centrality), and mindset. Five profiles were identified. The first was positive, highly motivated identifiers with a growth mindset (45% of the sample at the beginning of the semester and 39% of the end). The next two profiles were a mix of positive and negative: motivated identifiers with a fixed mindset (7 and 12% of the sample) and low identifiers with a growth mindset (23 and 20%). The final two profiles were mostly negative: less motivated low identifiers with a fixed mindset (19 and 22%) and less motivated non-identifiers (7%). Students’ motivational profiles were fairly stable, but about a quarter of students switched to another profile across the course. Initial profile membership was most often related to out of classroom experiences, including support in STEM from family, friends, and clubs, as well as work and family obligations. Transitioning into a more positive profile was most frequently related to positive classroom experiences (performing authentic STEM practices, recognition as a scientist, and classroom climate). We also examined three outcomes: course grade, STEM career motivation, and graduating with a STEM major. Two profiles (highly motivated identifiers with a growth mindset and low identifiers with a growth mindset), tended to have the best outcomes, highlighting the importance of a growth mindset. Findings suggest that STEM classroom experiences can promote positive change, even across a short period of time.