Abstract
<p>Background: Previous research has consistently shown that students’ math motivation declines across the school years. However, less is known about individual differences in these developmental trajectories. Aim: This study investigated the development of students’ math self-concept of abilities, intrinsic value, utility value and emotional cost from Grades 4 to 8 at the average level and by identifying distinct growth trajectory profiles. Profile membership was further related to gender and performance. Sample: The sample comprised 875 Finnish students (53 % girls) from Grades 4 to 8 using an accelerated longitudinal design. Method: Latent growth curve models and growth mixture modeling were utilized. Gender differences were analyzed using the 3-step approach and differences in math performance were examined using the BCH method.Results: On average, self-concept of abilities, intrinsic value, and utility value declined whereas emotional cost increased over time. Three trajectory profiles were identified: Positive declining reflected the normative developmental pattern, while students in the Struggling profile showed lower initial motivation, increasing emotional cost, and the lowest math performance. Further, students in the Fading interest profile, predominantly boys, maintained high self-concept and performance despite low/moderate utility value and steeply declining intrinsic value. Conclusion: The average developmental trends concealed individual differences in students’ motivational development. While most students followed the expected decline, distinct profiles showed that motivation can develop differently across students and have different implications for academic performance.</p>