Parents' Attitudes towards Science and Their Children's Science Achievement

Autor/in	Perera, Liyanage Devangi H.
Titel	Parents' Attitudes towards Science and Their Children's Science Achievement
Quelle	In: International Journal of Science Education, 36 (2014) 18, S.3021-3041 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.949900
Schlagwörter	Parent Attitudes; Science Achievement; Educational Improvement; Achievement Gains; Parent Child Relationship; Competition; Secondary School Students; Hierarchical Linear Modeling; Cross Cultural Studies; Parent Role; Science Tests; Scores; Developing Nations; Developed Nations; Foreign Countries; Bulgaria; Colombia; Croatia; Denmark; Germany; Hong Kong; Iceland; Italy; Luxembourg; Macau; New Zealand; Portugal; Qatar; South Korea; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Elternverhalten; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wettkampf; Sekundarschüler; Cultural comparison; Kulturvergleich; Parental role; Elternrolle; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Ausland; Bulgarien; Kolumbien; Kroatien; Dänemark; Deutschland; Hongkong; Island; Italien; Neuseeland; Katar; Korea; Republik; Türkei
Abstract	Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10