Helping Parents to Motivate Adolescents in Mathematics and Science: An Experimental Test of a Utility-Value Intervention
Helping Parents to Motivate Adolescents in Mathematics and Science: An Experimental Test of a Utility-Value Intervention
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DOI：
10.1177/0956797611435530
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发表时间：
2012-08-01
影响因子：
8.2
通讯作者：
Hyde, Janet S.
中科院分区：
文献类型：
--
作者：
Harackiewicz, Judith M.;Rozek, Christopher S.;Hyde, Janet S.
当一些学生选择不参加高等数学和科学课程时，通往科学、技术、工程和数学（STEM）职业的管道开始在高中泄漏。我们进行了一项实地实验，测试旨在帮助父母向高中适龄儿童传达数学和科学课程重要性的基于理论的干预是否会导致他们在高中学习更多的数学和科学课程。这个由三部分组成的干预包括两份寄给家长的小册子和一个网站，都强调了STEM课程的有用性。这种相对简单的干预使父母在实验组的学生在高中最后两年平均多上了近一个学期的科学和数学课程，与对照组相比。父母是增加青少年STEM动机的未开发资源，研究结果表明动机理论可以应用于这一重要的管道问题。
The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.