Shared Academic Values: Testing a Model of the Association between Hong Kong Parents' and Adolescents' Perception of the General Value of Science and Scientific Literacy

Autor/inn/en	Acosta, Sandra; Hsu, Hsien-Yuan
Titel	Shared Academic Values: Testing a Model of the Association between Hong Kong Parents' and Adolescents' Perception of the General Value of Science and Scientific Literacy
Quelle	In: Educational Studies, 40 (2014) 2, S.174-195 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2013.866889
Schlagwörter	Foreign Countries; Questionnaires; Scientific Literacy; Educational Assessment; Secondary School Students; Values; Parents; Parent Attitudes; Adolescents; Parent Influence; Student Motivation; Correlation; Socioeconomic Status; Adolescent Attitudes; Measures (Individuals); Predictor Variables; Statistical Distributions; Structural Equation Models; Sciences; Science Education; Hong Kong; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Education; assessment; Bewertungssystem; Sekundarschüler; Wertbegriff; Eltern; Elternverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Korrelation; Socio-economic status; Sozioökonomischer Status; Messdaten; Prädiktor; Wahrscheinlichkeitsverteilung; Science; Wissenschaft; Naturwissenschaftliche Bildung; Hongkong
Abstract	This study investigated parent general value of science operationalized in the 2006 questionnaire of the Programme for International Student Assessment (PISA), as a determinant of adolescents' scientific literacy performance. The transmission of academic values literature is small. To the best of our knowledge, no previous studies to date have examined the transmission of valuing of science. Study data were drawn from PISA 2006, which focused on science. The study sample comprised 4645 15-year-old adolescents in Hong Kong. Results from the conceptual structural model indicated that parental academic values (general value of science): (a) positively and directly affected adolescents' valuing of science and in turn further influenced adolescents' science performance, (b) positively and directly affected adolescents' science performance, and (c) stimulated adolescents' motivation to study science and in turn further influenced their science performance. Implications for school-level policy and practice include: (a) promoting parental valuing of science via parent involvement and (b) producing culturally and contextually grounded evidence on strategies for enhancing the transmission of academic values using research methodologies such as action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10