Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender and race/ethnicity, and (c) test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups. The current study included 16,120 high schoolers (50% female; 63% White, 17% Latina/o, 11% Black, and 9% Asian Americans; Mage = 14.46 at Grade 9) from the High School Longitudinal Study. There were six unique patterns of students' math motivational beliefs: Overall High, Above Average but not Identified, Identified but Average Value, Average, Low Identity, and Overall Low. Pattern membership at the intersection of gender and race/ethnicity showed nuances that could not be represented by gender or race/ethnicity alone; for example, male and female Asian American adolescents had similar patterns, but many male and female adolescents of other racial/ethnic groups had different patterns. Adolescents' math motivational belief patterns were associated with their Grade 11 math achievement and behavioral engagement even after controlling for prior math achievement and family socioeconomic status, and the associated varied by the gender and racial/ethnic groups.

从理论上讲，个人的数学动机信念会影响他们在STEM方面的成就以及在高中及以后的学习程度。结合定位的期望值理论和交叉性框架，本研究的目标是（a）识别美国高中学生数学动机信念的独特模式，（b）根据性别和种族的交叉关系检验模式的差异/种族，以及（c）测试这些模式在多大程度上预测了种族/种族群体对每个性别的学生的数学成绩和课堂行为参与度的差异。当前的研究包括16,120名高中生（50％的女性； 63％的白人，17％的拉丁裔/白人，11％的黑人和9％的亚裔美国人；M高中纵向研究显示，年龄= 14.46（9年级）。学生的数学动机信念有六种独特的模式：总体高，高于平均水平但未确定，确定但均值，平均，低认同和总体低。性别与种族/民族的交集中的模式成员显示出细微差别无法仅通过性别或种族/民族来表示；例如，亚裔美国人的男性和女性青少年的模式相似，但其他种族/族裔群体的许多男性和女性青少年的模式却不同。即使控制了先前的数学成绩和家庭社会经济地位，青少年的数学动机信念模式也与他们的11年级数学成绩和行为参与度相关联，并且其相关性因性别和种族/种族群体而异。