Synergistic or compensatory: Exploring the multiplicative effects in the influence of motivational beliefs on science learning

Students’ motivational beliefs in science play a crucial role in supporting their science learning. Drawing on Expectancy-Value Theory (EVT), this study investigated the extent to which the interaction between value beliefs in science learning (i.e. intrinsic and utility values) and expectancy beliefs in science learning can predict students’ science learning practices. Using data from 15-year-old students in Hong Kong from PISA 2015, multiple regression analyses were conducted. The results revealed both synergistic and compensatory patterns within the expectancy × value interaction framework of EVT. Specifically, a synergistic relationship between utility value belief and expectancy beliefs was found in predicting science learning practices, whereas a compensatory relationship was found between intrinsic value belief and expectancy belief. Furthermore, significant male advantages were identified across science learning practices and all three aspects of science motivational beliefs in this study. Additionally, the moderating role of family socioeconomic status on gender differences was found concerning students’ expectancy belief in science learning. This study contributes to the advancement of theories regarding motivational beliefs in science learning and EVT by elucidating the value-specific nature of the expectancy × value interaction. Implications for enhancing students’ science learning and reducing gender disparities in science education are discussed. Copyright © 2025 Informa UK Limited, trading as Taylor & Francis Group.