Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation

Autor/inn/en	Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin
Titel	Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
Quelle	2 (2016) 3, S.1-13 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/2332858416664875
Schlagwörter	Parent Background; Educational Attainment; STEM Education; Course Selection (Students); Student Motivation; Socioeconomic Influences; Longitudinal Studies; Socioeconomic Status; Expectation; Values; Parent Attitudes; Student Attitudes; Middle School Students; High School Students; College Students; Predictor Variables; Adolescents; Young Adults; Social Class; Theories; Hypothesis Testing; Parent Influence; Surveys; Rating Scales; Correlation; Identification (Psychology) + Suchen Sie Ihr Suchwort? Elternhaus; Bildungsabschluss; Bildungsgut; STEM; Course selection; Student; Students; Kurswahl; Schulische Motivation; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Expectancy; Erwartung; Wertbegriff; Elternverhalten; Schülerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Collegestudent; Prädiktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Social classes; Soziale Klasse; Theory; Theorie; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung; Rating-Skala; Korrelation
Abstract	High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01