The Effects of Family Engagement on STEM Learning and Motivation: A Systematic Review and Meta-Analysis

家庭在支持和促进孩子的学业、行为和社会情感发展方面起着至关重要的作用。先前的研究一致表明，家庭参与与儿童学习之间存在着许多积极的联系，包括城市地区的少数民族学生、农村儿童和不同性别的儿童。尽管有这些积极的发现，大多数已知的都是基于评估家庭参与（即父母参与和家庭-学校伙伴关系）对儿童广泛学习（如一般学业成绩）的影响。大规模的评估几乎没有注意到家庭参与如何具体地用于支持学生的关键STEM成果（例如，STEM参与和动机，数学和科学成就）。此外，关于如何、对谁、以及在什么条件下家庭参与干预最有效，我们知之甚少。揭示促进家庭参与的有效性、支持性条件和关键因素，对于在2019冠状病毒病大流行期间在数学和科学学习方面遭受不成比例挫折的历史边缘化学生来说尤为及时和关键。这项综合研究包括对2001年以来发表的评估家庭参与干预对学生STEM成果影响的研究的全面系统回顾和荟萃分析。本项目的目标是(a)确定家庭参与干预对STEM结果的有效性，(b)确定干预措施中对促进STEM结果最有效的实践/组成部分，以及(c)揭示家庭参与干预的效果随学习质量和/或某些儿童、家庭和社区特征而变化的程度。这种综合将包括采用实验组设计和单例设计研究的研究。方法将包括多变量随机效应模型，稳健方差估计，适度分析，以及偏差和缺失数据的评估。综合研究的结果将创造基础知识，并为学校人员和家庭提供基于证据的实践，以支持学生的STEM学习和动力。此外，探索家庭参与干预对谁以及在什么条件下最有效，将为旨在支持被剥夺权利的学生和家庭的有针对性的实践提供信息。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。 该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Families play a crucial role in supporting and enhancing children’s academic, behavioral, and social-emotional development. Prior studies have consistently demonstrated numerous positive associations between family engagement and children’s learning, including minority students in urban areas, rural children, and across gender. Despite these positive findings, most of what is known is based on assessing the effects of family engagement (i.e., parent involvement and family-school partnerships) on children’s broad learning (e.g., general academic achievement). Large-scale reviews have paid little to no attention to how family engagement can specifically be used to support critical student STEM outcomes (e.g., STEM participation and motivation, math and science achievement). Further, little is known regarding how, for whom, and under what conditions family engagement interventions can be most effective. Uncovering the effectiveness, supportive conditions, and key elements that promote family engagement is especially timely and critical for historically marginalized students who have experienced disproportionate setbacks in math and science learning during the COVID-19 pandemic.This synthesis study includes a comprehensive systematic review and meta-analysis of research published since 2001 evaluating the impact of family engagement interventions on student STEM outcomes. The goal of this project is to (a) determine the effectiveness of family engagement interventions on STEM outcomes, (b) identify practices/components within interventions that are most effective for promoting STEM outcomes, and (c) reveal the extent to which the effects of family engagement interventions vary as a function of study quality and/or certain child, family, and community characteristics. This synthesis will include studies that employ experimental group design and single-case design research. Methods will include multivariate random-effects models with robust variance estimation, moderation analyses, and assessments of bias and missing data. Findings from this synthesis will create foundational knowledge, and provide school personnel and families with evidence-based practices to support student STEM learning and motivation. Additionally, exploring for whom and under what conditions family engagement interventions are most effective will inform targeted practices aimed at supporting disenfranchised students and families.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.