The purpose of this study was to examine the views of international Science Olympiad participants on the benefits of the competition and the factors that affected their career aspirations. We also investigated how students' choice of competition category varied with respect to gender. The sample included 273 International Sustainable World Energy, Engineering, and Environment Project (I-SWEEEP) participants from 39 countries. Mixed-methods were used to analyze the data. Descriptive statistics and t-statistics were provided to answer the first question. As a means of addressing the second question, a chisquare test was utilized to examine how participants' category selection differed by gender. Qualitative analysis was used to reveal the types of benefits students reaped from participation in the I-SWEEEP. Results indicated that students were most affected by their teachers, parents, and personal interests. Although the relationship between gender and competition category was not statistically significant, there nevertheless emerged a pattern showing that girls preferred environmental science projects (45.5%) to engineering projects (24.4%). Qualitative analyses revealed six themes as benefits that students gained from participation in the I-SWEEEP. The relationship among the fundamental themes was also examined and revealed important findings. The results have educational implications for helping students accomplish to be science, technology, engineering, and mathematics (STEM) professionals in the future.
The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5-8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.
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