An empirical examination of the effects of family commitment in education on student achievement in seventh grade science

Wang, Jianjun; Wildman, Louis

doi:10.1002/tea.3660320806

Cited by 22 publications

(10 citation statements)

References 2 publications

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“…Moreover, Henderson (1988) found this holds true across various social, economic, and ethnic backgrounds, which has been confirmed in numerous studies over multiple decades (Alexander, Entwisle, & Horsey, 1997;Casanova, García-Linares, Torre, & Carpio, 2005;Frome & Eccles, 1998;Goyette & Xie, 1999;Hao & Bonstead-Bruns, 1998b;Räty, 2006;Seginer, 1983;Singh, Bickley, Keith, Keith, Trivette, & Anderson, 1995;Steinberg, Lamborn, Dornbusch, & Darling, 1992;Trusty, 2000Trusty, , 2002Trusty & Harris, 1999;Vollmer, 1986;Wang & Wildman, 1995;Wright, Horn, & Sanders, 1997). Parental expectation is routinely defined as the conviction a parent holds in his or her child's future level of achievement.…”

Section: Introduction And/or Review Of the Literaturementioning

confidence: 71%

Expectations, Aspirations, and Achievement Among Latino Students of Immigrant Families

Carpenter¹

2008

Marriage & Family Review

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This study examines the relationship between various measures of parental and student expectations and aspirations and math achievement among Latino 12th graders of immigrant parents in the Educational Longitudinal Study (ELS): 2002 database. Findings indicate parental expectations and aspirations were not significant predictors of student achievement after controlling for an index of covariates. Moreover, neither were student expectations, agreement between student and parent expectations, nor student perceptions of parental aspirations. The analyses of the secondary questions likewise indicated only one strong relationship between aspirations, expectations, and parents' time in the United States -parental aspirations and expectations.

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Section: Introduction And/or Review Of the Literaturementioning

confidence: 71%

Expectations, Aspirations, and Achievement Among Latino Students of Immigrant Families

Carpenter¹

2008

Marriage & Family Review

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“…Parental involvement was also found to play an important role in the development of science attitudes of students (George & Kaplan, 1998;Wang & Wildman, 1995). Shibeci's (1984) work showed among others that science programs affect attitudes inconsistently, the gender is related to attitude [also shown in Koballa's (1993) work], environmental effects are indirect, and biological and physical science attitudes differ.…”

Section: Variables Associated With Attitude Toward Sciencementioning

confidence: 94%

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics

Zacharia

2003

J Res Sci Teach

179

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The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003

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“…Adolescents' educational aspirations relate more to their mother's educational goals for them than to their best friend's goals (Steinberg & Silverberg;1986). Wang and Wildman (1995), Thomas (1986), Lockheed, Fuller, and Nyirongo (1989), Staver and Walberg (1986), and Maple and Stage (1991) reported that parental support behaviors related to science significantly contributed to science achievement and choice of science-oriented careers. In the present study, we examine further the relationship between parental and student attitudes.…”

Section: Parents and Attitudesmentioning

confidence: 94%

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

André

Whigham

Hendrickson

et al. 1999

J. Res. Sci. Teach.

193

171

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Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K-3 students received simpler questionnaires than did Grade 4-6 students or parents. Among Grade 4 -6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4 -6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719 -747, 1999 While much research on attitudes toward and beliefs about science has been conducted, relatively little of this research has (a) focused on elementary school students, (b) examined developmental trends, or (c) compared attitudes and beliefs toward science to attitudes and beliefs toward other school subject matters. To improve attitudes toward science, knowledge is needed about the current state of attitudes toward school subjects across grade levels for each gender. Haladyna and Shaughnessy (1982) called for more developmental research on attitudes. In addition, examining the relationship between parent and student attitudes provides a basis for understanding extrascholastic influences on the development of subject matter specific attitudes. This article focuses on the developmental pattern of students' attitudes and beliefs toward school subject matters during the elementary years and the relationship of student attitudes and parental attitudes. We focus on five attitudes and beliefs: (a) positive affect or liking of the subject matter, (b) perceived importance of the subject matter, (c) perceived competence in the subject mat-JOURNAL

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An empirical examination of the effects of family commitment in education on student achievement in seventh grade science

Cited by 22 publications

References 2 publications

Expectations, Aspirations, and Achievement Among Latino Students of Immigrant Families

Expectations, Aspirations, and Achievement Among Latino Students of Immigrant Families

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

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