Competence perceptions predict science task values amid gendered ability beliefs: A longitudinal study of U.S. high...

Although competence perceptions and subjective task values are linked to students' engagement and persistence in science learning, findings remain mixed regarding potential gender differences.

The current study examined the bidirectional relations between competence perceptions and task values among high school students participating in a science program designed to connect science learning to students' everyday lives, with particular attention to potential gender differences in these associations.

Participants included 186 U.S. high school students who completed measures of competence perceptions, subjective task values, and gender-based competence beliefs across six months. Latent cross-lagged and multi-group analyses were conducted to examine reciprocal associations and gender differences in structural pathways.

Both female and male students showed increases in the belief that males possess higher science ability over time, whereas competence perceptions remained stable. Students' initial competence perceptions positively predicted subsequent increases in interest, attainment, and utility values. In contrast, initial task values did not predict later changes in competence perceptions. Multi-group analyses revealed that the pathways linking competence perceptions to task values were similar for female and male students.

Although both female and male students increasingly endorsed gendered beliefs favoring males' scientific ability, competence perceptions remained a robust predictor of science-related task values regardless of gender. Consequently, fostering students' perceived competence may serve as a vital lever to support the motivational beliefs critical for sustained engagement in science education and career pathways.