Boys are Affected by Their Parents More Than Girls are: Parents’ Utility Value Socialization in Science

Lee, Minhye; Shin, Daejung; Bong, Mimi

doi:10.1007/s10964-019-01047-6

Cited by 18 publications

(22 citation statements)

References 49 publications

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“…The significant relationships of the covariates gender and SES with student utility value perceptions and achievement are also worth considering given that past studies have suggested their role in shaping motivation and achievement. Consistent with the findings of past studies (e.g., Lee et al, 2020;Rozek et al, 2015), boys were found to have higher utility value perceptions of science and science achievement. This could mean that more attention has to be given towards promoting girls' perceptions of the usefulness of and achievement in science.…”

Section: Discussionsupporting

confidence: 88%

“…The findings of the present study are consistent with past research on parentadolescent contagion of utility value perceptions. Similar to the studies of Acosta and Hsu (2014) and Lee et al (2020), evidence of transmission of parental utility value perceptions to their children were found. However, these studies focused on a single country with relatively small sample size.…”

Section: Discussionsupporting

confidence: 75%

“…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. Likewise, Lee and colleagues (2020) found that parents’ utility value beliefs in science predicted their children’s motivation and achievement, but only among boys. However, these studies involved relatively small samples from a single country/region, which may limit the generalizability of its findings.…”

Section: Parental Influence On Utility Valuementioning

confidence: 99%

“…Considering that some of the past studies on parental contagion of utility value perceptions suggested gender differences (e.g., Lee et al., 2020; Rozek et al., 2015), and that socioeconomic status (SES) is one of the most consistent predictors of academic achievement (see meta-analytic review by Sirin, 2005), we included student gender and SES as covariates to control for the variance accounted for by these variables.…”

Section: The Current Studymentioning

confidence: 99%

See 3 more Smart Citations

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

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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.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 75%

Section: Parental Influence On Utility Valuementioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

See 2 more Smart Citations

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

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“…Vedder-Weiss and Fortus (2013) also revealed that students' science goals and participation were affected by their parents, peers, teachers and schools and other external expectations, and the influence of parents and teachers was the most one. Lee et al (2020) further proposed that parents' science value beliefs can significantly affect boys' future willingness to work in science imposed or indirectly conveyed by parents. Social support may positively explain and predict students' expectations of science careers.…”

Section: Literature Reviewmentioning

confidence: 99%

INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL

Wang

Yang

et al. 2020

JBSE

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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.

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Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement

Nalipay¹,

Cai

King³

2019

Psychology in the Schools

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Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent–child emotional contagion in explaining gender differences, by investigating how parents’ reading emotion predicts students’ reading emotion and subsequent reading achievement. The data that was used was from a subsample of students from the Program for International Students Assessment (n = 84,429) from 14 countries. Multi‐group structural equation modeling was conducted to assess a model of parents’ enjoyment of reading predicting reading achievement through students’ enjoyment of reading. Results provided support for a model of parents’ enjoyment of reading, predicting students 'enjoyment of reading, and subsequent reading achievement for both girls and boys. However, the indirect effect of parents’ enjoyment of reading on reading achievement through students’ enjoyment of reading was found to be stronger in girls than in boys. Findings emphasize the important role of parents’ emotions on student outcomes and how gender biases in a certain context can affect the extent to which parents’ emotions can influence student achievement.

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Boys are Affected by Their Parents More Than Girls are: Parents’ Utility Value Socialization in Science

Cited by 18 publications

References 49 publications

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

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

INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL

Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement

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