Fig. 4From: Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM coursesAn individual student’s SIMS motivation subscale data (top) and calculated SDI values (bottom) over one semester in a college course, demonstrating insights to be gained by implementing longitudinal sampling (left) over pre-post sampling (right), and illustrating the situational-level variation in a learner’s motivation responses. Note the increase in amotivation and decrease in identified regulation and intrinsic motivation between weeks 8 and 11Back to article page