Latinx Adolescents' School-Related Science Conversations with Family Members: Associations With Adolescents' Science Expectancy-Value Beliefs in High School

Autor/inn/en	Tulagan, Nestor B.; Puente, Kayla; Simpkins, Sandra D.
Titel	Latinx Adolescents' School-Related Science Conversations with Family Members: Associations With Adolescents' Science Expectancy-Value Beliefs in High School
Quelle	In: Applied Developmental Science, 27 (2023) 2, S.156-171 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tulagan, Nestor B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2022.2045201
Schlagwörter	Hispanic American Students; High School Students; Science Education; Family Relationship; Expectation; Values; Beliefs; Grade 9; Grade 10; Predictor Variables; Self Efficacy + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Naturwissenschaftliche Bildung; Expectancy; Erwartung; Wertbegriff; Belief; Glaube; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Self-efficacy; Selbstwirksamkeit
Abstract	Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents' 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M[subscript age] = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents' 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01