Understanding how students’ motivation evolves across time in different subject areas is key for achieving a more equitable education. A recent study by the director of GenTIC, Milagros Sáinz, and Katja Upadyaya (University of Helsiki) followed more than 1,800 Spanish secondary students as they transitioned into post-compulsory education, examining how their self-concept of ability, expectancies, and value beliefs in STEM and language changed over time.

The study findings show a pattern: motivation declined across all subject areas during this transition, with value-related components (intrinsic interest and perceived usefulness) dropping more sharply than expectancies. Gender differences also emerged: girls showed more stable motivation in Spanish language, while boys maintained higher motivation in math and physical science, results that align with persistent gender stereotypes in academic fields.

In light of these results, the authors highlight the need for more educational resources and targeted interventions in high school. Encouraging girls’ engagement in math and physical science, and strengthening boys’ motivation in Spanish and biology, can help counteract gendered expectations.

The researchers also point to the importance of connecting subject contents to students’ future goals, and providing teachers, parents, and school advisors with a better understanding of how motivation develops and how gender norms influence students’ academic choices.

The research has been published in open access in the journal Psicología Educativa.

Photo by moren hsu on Unsplash.

Reference:

Sáinz, M. [Milagros], & Upadyaya, K. [Katja]. (2026). Developmental dynamics of expectancy and value beliefs in STEM and language: Gender stereotyping influences. Psicología Educativa, 32, Article e260448. https://doi.org/10.5093/psed2026a5 – OPEN ACCESS