RUME 28
2026
Alexandria, Virginia
Development and Change in Motivational and Self-efficacy Beliefs in Calculus: Relations With STEM Retention
Page: 1391
Calculus is a foundational course supporting many STEM majors, making it important to investigate the nature of students’ experience in calculus, changes in motivational processes and beliefs occurring across calculus coursework, and the role of such changes in predicting students’ intention to remain in STEM. The present study seeks to conduct such an investigation through longitudinal analysis of the utility value, complexity, and general and task-based self-efficacy beliefs of students in a first-semester calculus course. Across four time-points implemented consistently after completion of common course exams, we examine growth trajectories in these motivational and efficacy beliefs and their contribution to students’ belonging perceptions and anxiety in mathematics and their intention to major and remain in a STEM discipline. Additionally, we consider the nature of change in students’ beliefs over time, explore patterns and associations with student characteristics, and consider the prediction of students’ academic achievement based on these motivational trajectories.