The Links between Parent Behaviors and Boys' and Girls' Science Achievement Beliefs

Autor/inn/en	Bhanot, Ruchi T.; Jovanovic, Jasna
Titel	The Links between Parent Behaviors and Boys' and Girls' Science Achievement Beliefs
Quelle	In: Applied Developmental Science, 13 (2009) 1, S.42-59 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Student Attitudes; Mothers; Science Achievement; Parent Participation; Science Interests; Parent School Relationship; Fathers; Parent Influence; Gender Differences; Science Instruction; Likert Scales; Homework; Parent Role; Middle School Students; Predictor Variables; Self Evaluation (Individuals); Illinois + Suchen Sie Ihr Suchwort? Schülerverhalten; Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Likert-Skala; Hausaufgabe; Parental role; Elternrolle; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor
Abstract	This study examined whether parental involvement in children's science schoolwork (i.e., discussions about science, homework helping and encouragement of science interest) varies for boys and girls, and how these behaviors relate to children's science achievement beliefs (i.e., ability perceptions and task-value) at the end of a school year. We analyzed these links both for fathers and mothers and examined whether child gender moderates how parental behaviors relate to children's beliefs over time. Data were gathered over a span of a school year from 114 middle-school students (50% girls, 81% European American) and their parents (mothers: n = 103, fathers: n = 90). We found support for the moderating effect of gender. Specifically, the findings indicated that only parents' encouragement of science interest varied by child gender; mothers' encouragement positively predicted girls' self-assessments of science ability at the end of the year, but was a negative estimator of boys' self-assessments. Additionally, mothers' discussions about science showed similar findings with respect to girls' and boys' utility beliefs about science. (Contains 3 footnotes, 6 tables and 2 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10