Abstract
Existing frameworks of task values have called for greater attention to contextual factors that inform decision-making. A critique of this research is a lack of attention to the cultural and situational milieu embedded in motivational theories. Investigating the development of academic values through obligations to the family and self-perceptions of academic ability adds to our understanding of the broader factors that drive student motivation in STEM. This paper explored the roles of family-related obligations associated with the motivational utility values of college STEM majors and the mediating role of academic efficacy. College students at two large ethnically diverse public research institutions shared their experiences in an initial survey as part of a larger longitudinal study on student adversity, motivation, and persistence in STEM (N = 1571, Mage = 20.41). The results revealed that academic efficacy weakens the roles of caregiving obligations on the perceived utility of their STEM major. The role of financial obligations to the family on students' utility values operated indirectly through self-efficacy. Implications of these findings for future research are discussed.