Competence perceptions predict science task values amid gendered ability beliefs: A longitudinal study of U.S. high
Eva Li1, Valerie Laws Backstrom2, Linda Christopher2
1University of California, Riverside, USA.
Acta Psychologica
|June 11, 2026
Summary
Student perceptions of competence in science positively influence their interest and value beliefs, a connection that holds true for both genders. Fostering competence is key to sustained science engagement.
Area of Science:
- Educational Psychology
- Science Education Research
Background:
- Student engagement and persistence in science are linked to competence perceptions and subjective task values.
- Existing research shows mixed findings regarding gender differences in these associations.
Purpose of the Study:
- Examine bidirectional relations between competence perceptions and task values in high school science students.
- Investigate potential gender differences in these associations within a real-world science program.
Main Methods:
- 186 U.S. high school students completed surveys over six months.
- Latent cross-lagged and multi-group analyses assessed reciprocal associations and gender differences.
Main Results:
- Competence perceptions positively predicted increases in interest, attainment, and utility values.
- Initial task values did not predict later competence perceptions.
- Pathways between competence perceptions and task values were similar for males and females, despite increasing endorsement of gendered ability beliefs.
Conclusions:
- Perceived competence is a strong predictor of science-related task values for all students, irrespective of gender.
- Fostering perceived competence can enhance motivational beliefs crucial for science education and careers.
- Interventions should focus on building student competence to support long-term science engagement.
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