Literaturnachweis - Detailanzeige
Autor/inn/en | Tulagan, Nestor B.; Puente, Kayla; Simpkins, Sandra D. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |