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Abstract Are motivated students less likely to express negative achievement emotions in math, and how do teachers impact such academic beliefs? Guided by the situated expectancy-value theory and the control-value theory, this study is interested in how teacher support influences students’ negative affect in math through students’ perception of teacher support and students’ interest value (teacher-to-student transmission between and within classes). Thus, associations were modeled at the individual and classroom levels to investigate cross-level interactions. Using data from 1,429 students in grades 7–12 (49% males, 67% Hispanic Americans, 15% Asian Americans, 18% other racial/ethnic groups), cross-level indirect effects suggested an association of teacher-reported support for collaboration and cognitive support with decreasing negative affect through students’ perception of teacher support and students’ interest value. These associations were supported within but not between classes. 

Introduction The United States struggles with racial/ethnic disparities in STEM (science, technology, engineering, mathematics) degrees and occupations. According to situated expectancy-value theory, the experience and knowledge parents gain through STEM degrees and occupations shape the STEM support they provide and relatedly their adolescents' STEM motivational beliefs. Methods We analyzed data from the High School Longitudinal Study (N = 14,000; 50% female; Mage = 14 years old at 9th grade), which is a recent U.S. data set that surveyed a nationally representative sample of adolescents. Results and Conclusions Results showed that parent STEM support in 9th grade and adolescent STEM motivational beliefs in 11th grade were lower in families where parents did not have a STEM degree/occupation than in families where at least one parent had a STEM degree/occupation. Our within-group analyses suggested that parents' STEM support was generally positively related to adolescents' STEM motivational beliefs among families where parents did not have a STEM degree/occupation for all racial/ethnic groups except Black adolescents. However, these relations were not significant among adolescents who had a parent STEM degree/occupation. Furthermore, although Asian and White adolescents' parents were more likely to hold a STEM degree/occupation than Latina/o and Black adolescents' parents, the associations between parent STEM support and adolescents' STEM motivational beliefs emerged for Asian, Latina/o, and White adolescents. 

Introduction Why do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy-value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents. Methods Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black). Results and Conclusions Students with noncollege educated parents were significantly more likely to change from STEM to non-STEM career expectations by 11th grade or to have stable non-STEM career expectations (compared to having stable STEM expectations or changing from non-STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non-STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non-STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non-STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents. 

The racial/ethnic disparities and average declines in science, technology, engineering, and mathematics (STEM) motivation during adolescence are worrisome. Although STEM motivational beliefs are theorized to function in conjunction with one another, the unique patterns and how they change over time for different racial/ethnic groups remain understudied. Using data from the High School Longitudinal Study ( N = 18,260), we identified four and five patterns of math and science motivational beliefs in 9th and 11th grade, respectively, and examined their prevalence among Asian, Black, Latina/o, White, and Multiracial adolescents. We found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Then, we charted the stability and changes in those patterns from 9th to 11th grade for each racial/ethnic group and how the patterns at 11th grade were associated with adolescents’ STEM career expectations and high school math and science grade point averages. 

In this replication study, we examined gender differences in students’ math competence-related beliefs from 9th to 12th grade and tested gender differences within four racial/ethnic groups. In order to test the potential historical changes in these patterns and to counteract the replication crisis in psychology, this study employed six U.S. datasets collected from the 1980s to 2010s. Using a total sample of 24,290 students (49.5% male students; 11% African-, 9% Asian-; 30% Latinx- and 50% European-Americans), we found gender differences in students’ math competence-related beliefs favoring boys at all grade levels. By comparing effect sizes across datasets, we found no evidence that these gender differences varied by dataset or by historical time. The results across race/ethnicity with a subsample of 23,070 students indicated meaningful gender differences in students’ math competence-related beliefs favoring boys at all grade levels among Asian-, European-, and Latinx-Americans, but not among African-Americans where differences favored girls in 12th grade. Overall, our findings provide no evidence of historical changes concerning gender differences in students’ math competence-related beliefs across datasets. Our findings illustrate the importance of replicating empirical findings across datasets and using an intersectional lens to investigate math motivation.