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Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relationships between these variables, by means of a self‐report questionnaire analyzed using structural equation modeling (SEM). The model, tested for goodness of fit, showed that motivational variables predict emotions in science classes and explained 43% of boredom variance and 67% of enjoyment variance. Motivational and emotional variables explained the 73% variance in engagement toward science studies. Also seen is the essential role played by emotions that mediate between motivational variables in science learning and engagement towards science studies. When promoting engagement towards science studies, these results can be used to increase relevance of science learning to personal goals, self‐efficacy for learning science, and interest in a scientific career, besides reducing boredom, increasing enjoyment in science classes, and enhancing engagement towards science studies. [ABSTRACT FROM AUTHOR]

On completing middle‐school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy‐Value Theory (EVT), identified and modeled the factors that contributed to students' academic choices from their own subjective perspectives. We collected qualitative and quantitative data from ninth graders in two urban middle‐schools (n=295) at the school year's end. We found that (a) most students cited interest and utility value as their main motivations for choosing a science, technology, engineering, and mathematics (STEM) major, expectancies were mentioned less; (b) students who chose a STEM major had statistically significant higher scores for EVT's key predictor variables (personal attributes, "subjective task value," "expectation of success," perceived effects of environmental factors) than their counterparts who majored in non‐STEM disciplines; (c) the positive perceptions of their peers' interest and ability in science contributed significantly to students' choice to major in STEM disciplines; and (d) no significant gender differences re academic choice were found. One highly unexpected finding emerged: Participation in advanced science programs for highly qualified students ("ability grouping with curriculum differentiation") was by far the most significant factor in the choice to major in STEM disciplines. This finding has major implications for science education policy and practice. [ABSTRACT FROM AUTHOR]