LAUSR

Abstract Utility value is associated with positive learning outcomes in science and is often used to motivate engagement in the sciences, but less is known about what influences its development and maintenance, particularly during the critical middle school years. Using multinomial regression applied to longitudinal data from approximately 2600 middle-school students, we test the relationship of science classroom experiences (affective engagement, behavioral-cognitive engagement, & perceived success) and optional formal and optional informal experiences to changes in science utility value. Furthermore, we address whether the same factors that predict growth in utility value also predict absence of decline. Overall, we find all five factors are associated with changes in utility value, but some have different relationships with growth vs. decline outcomes. These findings provide a more nuanced view of factors associated with utility value towards science (both in and out of the science classroom), as well as practical implications for educational practice.