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Guided by Situated Expectancy-Value Theory, we examined within-group heterogeneity in Latina girls’ subjective task values in mathematics and science using latent profile analysis. Four profiles emerged in each domain (Strained, Ambivalent, Positive, and Highly Positive), reflecting increasingly favorable patterns of intrinsic value, attainment value, utility value, and lower perceived cost. More favorable profiles generally exhibited higher achievement, perceived instructional clarity, and school belonging. Recognizing within-group differences may help inform educational supports responsive to Latina girls’ diverse motivational experiences. Strengthening utility value through instructional practices and family-based supports may help students connect mathematics and science to future goals.
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Gifford et al. (2026) studied this question.
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