Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit

Autor/inn/en	Rozek, Christopher S.; Svoboda, Ryan C.; Harackiewicz, Judith M.; Hulleman, Christopher S.; Hyde, Janet S.
Titel	Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit
Quelle	(2017), (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1073/pnas.1607386114
Schlagwörter	STEM Education; Career Readiness; College Readiness; High School Students; Parent Role; Intervention; Course Selection (Students); Career Choice; Student Attitudes; Program Effectiveness; Structural Equation Models; Correlation; Hypothesis Testing; Scores; College Entrance Examinations; Student Records; Control Groups; Experimental Groups; Parent Influence; Parent Education; Longitudinal Studies; Wisconsin; ACT Assessment + Suchen Sie Ihr Suchwort? STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Parental role; Elternrolle; Course selection; Kurswahl; Schülerverhalten; Korrelation; Hypothesenprüfung; Hypothesentest; Aufnahmeprüfung; Schülerakte; Parents education; Elternbildung; Elternschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. [At time of submission to ERIC this article was in press with "PNAS."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01