Students, instructors, and policy makers are in need of research-based recommendations for supporting students’ motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students’ STEM motivation trajectories.

中文翻译：

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入门大学工程中动机轨迹的教学支持

学生、教师和政策制定者需要基于研究的建议来支持学生追求 STEM 领域的动力。本研究通过检查感知的动机支持、长达一年的成功预期轨迹和三个任务值以及学生之间的成绩之间的关系来满足这一需求（N= 1,021) 在大型网关工程课程中。结果表明，在年初积极性较高的学生倾向于认为他们的班级更有动力支持。控制初始动机和感知之间的关系，对掌握目标、自主性和能力的感知教学支持预测了所有三个任务价值的更积极的轨迹。相反，更高的教师绩效目标对成绩以及自我效能感和兴趣价值的斜率产生负面预测。结果有助于理解个人动机和气候感知的相互联系，同时表明学生对某些激励支持实践在促进学生 STEM 动机轨迹方面的重要性。