[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591159-105":3,"doc-detail-591159-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","instructional-supports-for-motivation-trajectories-in-introductory-college-engineering","Instructional Supports for Motivation Trajectories in Introductory College Engineering","","Research examines how perceived motivational supports shape students’ expectancy for success, task values, and grades in a gateway engineering course. Using a sample of 1,021 students measured across the year, results show that students with higher initial motivation perceive greater motivational support. Instructional supports for mastery goals, autonomy, and competence predict more positive trajectories for all three task values, while performance goals relate negatively to grades and slopes for self-efficacy and interest.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/instructional-supports-for-motivation-trajectories-in-introductory-college-engineering/591159/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/instructional-supports-for-motivation-trajectories-in-introductory-college-engineering/591159.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What relationships did the study test in the gateway engineering course?","Question",{"text":63,"@type":64},"The study examined how perceived motivational supports relate to year-long trajectories of expectancy for success, three task values, and grades among students in an introductory engineering course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which instructional supports were linked to more positive task-value trajectories?",{"text":68,"@type":64},"Perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values.",{"name":70,"@type":61,"acceptedAnswer":71},"How did perceived instructor performance goals relate to student outcomes?",{"text":72,"@type":64},"Higher perceived instructor performance goals predicted lower grades and negative slopes for self-efficacy and the interest value.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591159,1792190735,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1 pp. 1–18 DOI: 10. 1177/23328584221083662  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nInstructional Supports for Motivation Trajectories in Introductory College Engineering  \nKristy A. Robinson  \nMcGill University  \nAmalia Krystal Lira  \nS. Patrick Walton  \nDaina Briedis  \nLisa Linnenbrink-Garcia  \nMichigan State University  \nStudents, 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.  \nKeywords: achievement motivation, student perceptions, STEM education, longitudinal analysis  \nMotivational beliefs are essential precursors of achievement-related behaviors and are particularly important during postsecondary education, when students are making career decisions that will shape their future trajectories. However, competitive climates and difficult coursework in university science, technology, engineering, and mathematics (STEM) fields can dampen motivation (Hunter, 2019) . Indeed, declines in motivation (Musu-Gillette et al., 2015; Robinson, Lee, et al., 2019) and suboptimal retention rates in postsecondary STEM fields (Chen & Soldner, 2013) suggest that there is a need for greater understanding of how to support motivation in college.  \nFortunately, theory and research indicate that instructional contexts can support student motivation and thus boost achievement and retention in STEM fields (Rosenzweig & Wigfield, 2016). Theoretically guided field studies examining mechanisms of motivational change are needed to provide essential empirical evidence for concrete instructional design and policymaking recommendations in real-world STEM classrooms. To this end, we examined longitudinal trajectories of expectancy for success and three task values among first-year engineering students, with motivational climate perceptions as predictors of changes in each  \nmotivation construct. Because students’ perceptions of the motivational climate can be quite heterogeneous and reflect their own motivational orientations in addition to contextual factors (Lam et al., 2015; Schenke et al., 2017), we also examined students’ baseline motivational beliefs as predictors of their climate perceptions. By so doing, we tested theoretically integrative principles for supporting key motivational beliefs among students in a formative period for their developing career goals.  \nTheoretical Framework  \nIn the situated expectancy-value theory (SEVT), Eccles and colleagues (1983; Eccles & Wigfield, 2020) posit that expectancy for success and task value are the most important, proximal predictors of achievement and achievementrelated choices. Expectancy for success is a student’s perception of how successful they will be, whereas task value reflects s","cbCaid2rApIU89GT","https://ap.wps.com/l/cbCaid2rApIU89GT","pdf",637769,18,"English","# Instructional Supports for Motivation Trajectories in Introductory College Engineering\n## Theoretical Framework","[{\"question\":\"What relationships did the study test in the gateway engineering course?\",\"answer\":\"The study examined how perceived motivational supports relate to year-long trajectories of expectancy for success, three task values, and grades among students in an introductory engineering course.\"},{\"question\":\"Which instructional supports were linked to more positive task-value trajectories?\",\"answer\":\"Perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values.\"},{\"question\":\"How did perceived instructor performance goals relate to student outcomes?\",\"answer\":\"Higher perceived instructor performance goals predicted lower grades and negative slopes for self-efficacy and the interest value.\"}]","Instructional Supports for Motivation Trajectories in Introductory College Engineering | PDF",1792071248,45,{"code":4,"msg":82,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]