ArticleFrontiers in psychology2026
Domain-specific and generalised motivational pathways to STEM degree attainment: a 10-year longitudinal mediation analysis.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Understanding how adolescent motivational beliefs relate to long-term STEM degree attainment is a central question in educational psychology. Drawing on expectancy-value theory, this study examined whether math self-efficacy (a domain-specific belief) and academic utility value (a generalised belief about the instrumental importance of education) in Grade 10 were associated with STEM degree attainment at age 26, and whether educational expectations in Grade 12 mediated these associations. Data came from the Education Longitudinal Study of 2002, a nationally representative U.S. sample followed from 2002 to 2012 (
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