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<p>The present research examined the role of achievement goals in the development of science motivation among adolescents participating in the Summer Science Program, a 6-week experiential science program in which participants (<i>N</i> = 197) engaged in authentic research in astrophysics, biochemistry, and genomics. In this longitudinal study we tracked the development of participants’ endorsement of incremental task mastery (ITM) goals in relation to their perceptions of competence in the program. Results of latent growth curve modeling indicated that participants’ ITM goals grew significantly and unconditionally over four measurement occasions. Perceived competence was also a positive time-varying predictor of ITM goals at waves 3 and 4, and we observed a significant decrease in the rate of increase in ITM goal endorsement when controlling for competence perceptions. Our findings highlight the importance of attending to developmentally specific motives in understanding how and why adolescents develop proficiency in science.</p>

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Adolescent development of perceived competence and scientific mastery goals: analysis of time-varying growth processes

  • 期刊论文

  • 发表日期：

    2026年4月30日

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  • Eric D. Deemer,
  • Joseph P. Ogas,
  • Vanessa Pruitt,
  • Diana L. Mathis,
  • Heming Li

摘要

The present research examined the role of achievement goals in the development of science motivation among adolescents participating in the Summer Science Program, a 6-week experiential science program in which participants (N = 197) engaged in authentic research in astrophysics, biochemistry, and genomics. In this longitudinal study we tracked the development of participants’ endorsement of incremental task mastery (ITM) goals in relation to their perceptions of competence in the program. Results of latent growth curve modeling indicated that participants’ ITM goals grew significantly and unconditionally over four measurement occasions. Perceived competence was also a positive time-varying predictor of ITM goals at waves 3 and 4, and we observed a significant decrease in the rate of increase in ITM goal endorsement when controlling for competence perceptions. Our findings highlight the importance of attending to developmentally specific motives in understanding how and why adolescents develop proficiency in science.