Parent Involvement, Expectancy Values, and STEM Outcomes among Underrepresented Adolescents

Autor/in	Dotterer, Aryn M.
Titel	Parent Involvement, Expectancy Values, and STEM Outcomes among Underrepresented Adolescents
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 1, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dotterer, Aryn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09677-0
Schlagwörter	Parent Participation; Expectation; STEM Education; Outcomes of Education; Disproportionate Representation; Minority Group Students; Adolescents; Longitudinal Studies; High School Students; Self Efficacy; Student Interests; Academic Achievement; Grade 9; Predictor Variables; Grade 11; Grade Point Average; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Expectancy; Erwartung; STEM; Lernleistung; Schulerfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Racial and ethnic achievement gaps contribute to the lack of underrepresented minorities in STEM-related careers. This research is grounded in the expectancy-value model of achievement motivation which posits that motivation is influenced by social-cognitive variables such as self-efficacy and beliefs about the usefulness or utility of the task. These social-cognitive variables (self-beliefs and task beliefs), in turn, are influenced by numerous ecological factors such as parental involvement. Parent involvement can promote children's self-efficacy and task beliefs which is important for STEM interest and persistence. This study utilized data from the High School Longitudinal Study: 2009 (HLS: 2009) to examine links among parent involvement and underrepresented students' STEM self-efficacy, utility, interest and achievement. Concurrent and longitudinal models conducted in MPlus tested whether parent involvement in 9th grade predicted STEM interest and achievement directly and indirectly via self-efficacy and utility. Concurrent models showed that parent involvement in STEM was significantly related to adolescents' STEM self-efficacy which in turn was significantly related to STEM interest and achievement. Longitudinal models showed that parents' STEM involvement in 9th grade predicted adolescents' STEM efficacy in 11th grade which in turn predicted adolescents' cumulative GPA in STEM courses. Parent involvement in STEM was more strongly and consistently linked to self-efficacy than to utility. These results suggest that parent involvement in STEM helps adolescents to feel more confident in their STEM abilities but it does not necessarily contribute to adolescents' STEM utility values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01