How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences

Šimunović, Mara; Ercegovac, Ina Reić; Burušić, Josip

doi:10.1080/09500693.2018.1460696

Cited by 35 publications

(21 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although many studies found that children's reported interest, confidence, and values are significantly related to their parents' beliefs and encouragement (Adya & Kaiser, 2005;Bhanot & Jovanovic, 2009;Shashaani, 1994), some studies found that children's perceptions of their parents' values in the STEM domain can be inaccurate of the parents' actual values (Gniewosz & Noack, 2012;Šimunović et al, 2018). Gniewosz and Noack (2012) explained that this could be due to children extending their own perceptions of STEM values when interpreting the values of their parents.…”

Section: Parental Attitudes Values and Support And Their Impact On Girls' And Boys' Ability Perception And Interest In Csmentioning

confidence: 99%

Computer science club for girls and boys – a survey study on gender differences

Vrieler

Nylén

Cajander

2020

Computer Science Education

View full text Add to dashboard Cite

Background and context: This study investigates differences in views of girl and boy members of a CS club. Objective:Understanding differences in the views of girls and boys regarding perceived parental attitudes and values, social support, appreciation of CS, and engagement in science and CS. Understanding differences in girls' and boys' view of CS, and future study and work aspirations related to science/CS.M Method: A survey was distributed to all members of a CS club. 115 boys and 39 girls aged 9-16 completed the survey, yielding a response rate of 16.8%. Findings: Similar parental support was perceived by both genders, although girls are less likely to appreciate CS and to aspire to work or study CS. Girls tend to primarily talk to family about CS and science. Girls and boys have a similar perception of CS, but their motivation for wanting to work with CS varied. Implications:Having support, a broad understanding of CS, and a personal interest are critical aspects when it comes to girls' participation in CS, but these are insufficient in making girls aspire to work or study CS. Educators need to reflect on other aspects of CS education that can promote girls' aspiration in CS.

show abstract

Section: Parental Attitudes Values and Support And Their Impact On Girls' And Boys' Ability Perception And Interest In Csmentioning

confidence: 99%

Computer science club for girls and boys – a survey study on gender differences

Vrieler

Nylén

Cajander

2020

Computer Science Education

View full text Add to dashboard Cite

show abstract

“…Doing so will allow a more nuanced understanding of the mechanisms by which parental beliefs are transmitted to their children. Fourth, we measured parents’ utility value in terms of parents’ personal utility value (i.e., the perception that science is useful to them) but not students’ perception of their parents’ utility value of science, defined as how much children perceived their parents to value science (e.g., Šimunović et al., 2018). These different utility value beliefs might have important implications for student learning, which future researchers can examine.…”

Section: Discussionmentioning

confidence: 99%

“…Other studies yielded similar findings. Šimunović and colleagues (2018) found that parents’ utility value of STEM predicted that of their children through their children’s perception of parents’ encouragement of STEM interest. Acosta and Hsu (2014) found that parents’ general valuing of science predicted their children’s valuing of science and stimulated their children’s motivation to learn science, which in turn, increased their children’s science performance.…”

Section: Parental Influence On Utility Valuementioning

confidence: 99%

The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement

Nalipay

Cai

King³

2021

School Psychology International

View full text Add to dashboard Cite

The purpose of the present study was to examine whether parents’ utility value perceptions predicted their children’s utility value perceptions, demonstrating social contagion effects. We also examined whether utility value would predict achievement. This is a cross-sectional study that utilized data from a subsample of adolescent students from the Program for International Student Assessment (PISA 2015), which focused on science learning and achievement from 18 regions. We performed multi-level structural equation modeling to analyze the data. Results revealed that parents’ utility value perceptions predicted students’ utility value perceptions, which, in turn, predicted science achievement. The findings of this study provide evidence of the social contagion of utility value perceptions from parents to their children and the critical role of utility value in predicting achievement across various regions/countries. Our study highlights the crucial role parents play in adolescents’ motivational and learning outcomes and suggest parental involvement in programs toward enhancing adolescents’ motivation and achievement.

show abstract

“…Despite these efforts, only 9% of Chilean female students are choosing to enroll in a STEM college major, which is relatively low when compared to 47% of the Chilean males students who decide to register in a STEM major . (Eccles, 1987;Šimunović et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Examining Science Achievement in Chile: A Multilevel Model Approach

Diaz

Rocconi

2021

J-STEM

View full text Add to dashboard Cite

This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.

show abstract

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences

Cited by 35 publications

References 37 publications

Computer science club for girls and boys – a survey study on gender differences

Computer science club for girls and boys – a survey study on gender differences

The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement

Examining Science Achievement in Chile: A Multilevel Model Approach

Contact Info

Product

Resources

About