Math and science motivational beliefs are essential in understanding students' science, technology, engineering, and math (STEM) achievement and choices in high school and college. Drawing on the Eccles' expectancy-value theory and Arnett's emerging adulthood framework, this study examined the relations among high school students' motivational beliefs in ninth grade and their STEM course taking and grade point average (GPA) throughout high school as well as their STEM major choice in college. In addition, we examined subgroup differences across (a) gender and (b) college generation status by testing mean-level differences as well as whether these relations between math and science motivational beliefs and STEM outcomes varied by gender and college generation status. Using nationally representative data from the High School Longitudinal Study (N = 14,040; Mage = 14; 51% female students), this study found that adolescents' math and science motivational beliefs at the beginning of high school were positively associated with STEM achievement and course taking throughout high school and college major choices 7 years later. The results showed that female and first-generation college students had lower math and science self-concept of ability and were less likely to pursue a STEM major in college. However, in most cases, the relations among indicators did not vary by gender and college generation status. This study provided insights for policymakers and practitioners that gender and college generation gaps in STEM are evident at least by the beginning of high school and carry forward to their STEM college choices. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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个人的数学和科学动机及其随后的高中和大学 STEM 选择和成就：性别和大学代地位差异的纵向研究。

数学和科学动机信念对于理解学生在高中和大学的科学、技术、工程和数学 (STEM) 成就和选择至关重要。本研究借鉴 Eccles 的期望值理论和 Arnett 新兴的成年期框架，研究了高中生在 9 年级的动机信念与他们在整个高中以及 STEM 中的 STEM 课程和平均绩点 (GPA) 之间的关系大学的主要选择。此外，我们通过测试平均水平差异以及数学和科学动机信念与 STEM 结果之间的这些关系是否因性别和大学世代状态而异，检查了 (a) 性别和 (b) 大学世代状态的亚组差异。使用来自高中纵向研究（N = 14,040；法师 = 14；51% 女学生）的全国代表性数据，本研究发现，高中开始时青少年的数学和科学动机信念与 STEM 成绩和课程正相关7 年后在整个高中和大学选择专业。结果显示，女性和第一代大学生的数学和科学能力自我概念较低，在大学攻读STEM专业的可能性较小。然而，在大多数情况下，指标之间的关系不会因性别和大学世代状况而异。这项研究为政策制定者和从业者提供了见解，即 STEM 中的性别和大学代沟至少在高中开始时就很明显，并延续到他们的 STEM 大学选择中。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。