Examining How Parent and Teacher Enthusiasm Influences Motivation and Achievement in STEM

Autor/inn/en	Jungert, Tomas; Levine, Shelby; Koestner, Richard
Titel	Examining How Parent and Teacher Enthusiasm Influences Motivation and Achievement in STEM
Quelle	In: Journal of Educational Research, 113 (2020) 4, S.275-282 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jungert, Tomas) ORCID (Levine, Shelby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1806015
Schlagwörter	Student Motivation; Academic Achievement; STEM Education; High School Students; Foreign Countries; Teacher Influence; Parent Influence; Parent Participation; Sweden + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Elternmitwirkung; Schweden
Abstract	Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent's intrinsic motivation and achievement in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01