Pathways of Parental Involvement through Students' Motivational Beliefs to Science Achievement

Autor/inn/en	Liou, Pey-Yan; Wang, Cheng-Lung; Lin, John J. H.
Titel	Pathways of Parental Involvement through Students' Motivational Beliefs to Science Achievement
Quelle	In: Educational Psychology, 39 (2019) 7, S.960-980 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liou, Pey-Yan) ORCID (Lin, John J. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1617410
Schlagwörter	Parent Participation; Student Motivation; Beliefs; Science Achievement; Student Attitudes; Foreign Countries; Grade 8; Hypothesis Testing; Self Concept; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Science Tests; Expectation; Values; Theories; Correlation; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulische Motivation; Belief; Glaube; Schülerverhalten; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Hypothesenprüfung; Hypothesentest; Selbstkonzept; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Expectancy; Erwartung; Wertbegriff; Theory; Theorie; Korrelation
Abstract	This study aimed to examine the mediating effects of motivational beliefs in the relations between parental involvement and science achievement. Three types of motivational beliefs, namely, self-concept, intrinsic value, and utility value were addressed based on the Expectancy-Value Theory model. A representative national sample from Taiwan of 5042 eighth-grade students with an average age of 14.2 years was examined. The results indicated that self-concept and utility value can mediate the effects of parental involvement on science achievement, whereas intrinsic value does not have such a mediating effect. These findings provide empirical evidence revealing the prominent role of parental involvement in students' science achievement through a motivational mechanism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01