The present study employed a person-oriented approach to (1) identify elementary school students’ self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and to examine (2) the stability and change of these motivational profiles from 2nd to 3rd grade, (3) gender differences in profile membership as well as (4) the relation to students’ STEM (Science, Technology, Engineering and Mathematics) occupational aspirations. Based on data from 383 Finnish students (56.7% girls) three profiles were identified: High motivation across all three subjects, low motivation across all subjects, and a math-motivated profile with low motivation in the other two subjects. Latent transition analyses revealed moderate stability, particularly in the high motivation profile. Girls were less likely to be and to remain in the math-motivated profile, but they were more likely than boys to remain in the high motivation profile. The math-motivated profile transition pattern was associated with students’ STEM occupational aspirations.

本研究采用以人为本的方法（1）识别小学生在芬兰语，数学和科学学科中的自我概念和内在价值特征，并从（2）开始研究这些动机特征的稳定性和变化到3年级，（3）个人资料成员的性别差异，以及（4）与学生的STEM（科学，技术，工程和数学）职业愿望的关系。根据来自383名芬兰学生（56.7％的女孩）的数据，我们确定了三个特征：所有三个科目的积极性高，所有科目的低积极性以及数学动机在其他两个科目中动机低下。潜在的过渡分析显示出中等的稳定性，尤其是在高动机的情况下。女孩不太可能继续保持数学动机，但比男孩更容易保持高动机。在数学动机轮廓过渡模式与学生的STEM职业愿望有关。