Parents, Utility Value, and Motivating Adolescents in Mathematics and Science

该项目将使用威斯康星州的一个家庭样本来研究家长在提高学生对科学的效用的认识方面所起的作用，以此作为增加学生参与高中科学课程的手段。研究人员正在收集高中生及其父母的调查数据，样本分别为11岁、13岁和15岁的学生。这些调查数据将与家庭的先前信息一起用于纵向调查，以检验关于使用父母？的一些假设。了解高中数学和科学课程对学生选择的价值。研究人员之前的研究表明，关注课程价值的课程会增加高中生和大学学生的兴趣，提高他们的表现。本研究旨在研究家长S对高中并购S课程的实用价值及其传播能力的认识。这是一项为期三年的纵向研究和对家长S信息的实验研究。这项研究将对166个有孩子的家庭进行，这些家庭的孩子在9年级完成了数据收集。我们会随机分配一些家长，让他们接受有关如何与学生讨论课程安排的专业培训。家长和学生将在9个月和2年内进行跟踪，以评估对选课的影响。

This project would use a sample of Wisconsin families to study the role parents play in increasing students' perception of the utility of science as a means for increasing student participation in high school science courses. The researchers are collecting survey data on high school students and their parents in a sample of students ages 11, 13, and 15. These survey data will be used with prior information from the families in a longitudinal survey to examine some hypotheses about the use of parents? knowledge of the value of high school math and science courses on student choices. Previous research by the investigators has demonstrated that programs that focus on the value of a course leads to increased interest and enhanced performance for students in high school and college. The research would to study parent?s knowledge of the utility value of high school M&S courses and their ability to convey it. It is a three-year longitudinal study and an experimental study on parent?s information. The study would be made of 166 families with a child who completed data collection at 9th grade. A random assignment will be made so that some parents receive professional training on how to discuss course taking with their students. Parents and students will be followed up in 9 months and in 2 years to assess the impact on course taking.