![]() ![]() Results showed that parent STEM support in 9th grade and adolescent STEM motivational beliefs in 11th grade were lower in families where parents did not have a STEM degree/occupation than in families where at least one parent had a STEM degree/occupation. data set that surveyed a nationally representative sample of adolescents. We analyzed data from the High School Longitudinal Study (N = 14,000 50% female Mage = 14 years old at 9th grade), which is a recent U.S. According to situated expectancy-value theory, the experience and knowledge parents gain through STEM degrees and occupations shape the STEM support they provide and relatedly their adolescents' STEM motivational beliefs. The United States struggles with racial/ethnic disparities in STEM (science, technology, engineering, mathematics) degrees and occupations. The findings also indicate that utility-value interventions with parents can be effective for low-achieving boys and for high-achieving girls but suggest modifications in their use with low-achieving girls. These results are consistent with a model in which parents' utility value plays a causal role in affecting adolescents' achievement behavior in the STEM domain. ![]() Mediation analyses showed that changes in STEM utility value for mothers and adolescents mediated the effect of the intervention on 12th-grade STEM course-taking. The intervention was most effective in increasing STEM course-taking for high-achieving daughters and low-achieving sons, whereas the intervention did not help low-achieving daughters (prior achievement measured in terms of grade point average in 9th-grade STEM courses). In this study, we examined whether that intervention was equally effective for boys and girls and examined factors that moderate and mediate the effect of the intervention on adolescent outcomes. Harackiewicz, Rozek, Hulleman, and Hyde (2012) documented an increase in adolescents' STEM course-taking for students whose parents were assigned to a utility-value intervention in comparison to a control group. Previous research has shown that parents' values and expectancies may be associated with student motivation, but little research has assessed the influence of parents on adolescents through randomized experiments. Research has neglected the potential role of parents in enhancing students' motivation for pursuing STEM courses. students fail to take advanced mathematics and science classes in high school. A foundation in science, technology, engineering, and mathematics (STEM) education is critical for students' college and career advancement, but many U.S. ![]()
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