The Role of Mothers' Communication in Promoting Motivation for Math and Science Course-Taking in High School

Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence
Janet S HydeJudith M Harackiewicz

Abstract

In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboration and making personal connections to the adolescent. The number of science, technology, engineering, and mathematics courses taken in 12th grade was obtained from school records. Mothers' use of personal connections predicted adolescents' MS interest and utility value, as well as actual MS course-taking. Parents can play an important role in motivating their adolescent to take MS courses.

References

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Sep 2, 2015·Monographs of the Society for Research in Child Development

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Citations

Jan 18, 2017·Proceedings of the National Academy of Sciences of the United States of America·Christopher S RozekJanet S Hyde
Apr 27, 2019·Anatomical Sciences Education·Jessica N ByramNaomi A Schmalz
Oct 1, 2016·Policy Insights From the Behavioral and Brain Sciences·Judith M HarackiewiczStacy J Priniski

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