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

家庭在支持和促进儿童的学业、行为和社交情感发展方面发挥着至关重要的作用。先前的研究一直表明，家庭参与和儿童的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，但大多数已知的结果都是基于对家庭参与的影响的评估（即，家长参与和家庭与学校的伙伴关系）对儿童的广泛学习（例如，一般学术成就）。大规模的审查几乎没有注意到家庭参与如何专门用于支持关键的学生STEM成果（例如，STEM参与和动机，数学和科学成就）。此外，很少有人知道如何，为谁，在什么条件下，家庭参与的干预措施可以是最有效的。揭示有效性，支持条件，对于那些在COVID-19大流行期间在数学和科学学习方面经历了不成比例的挫折的历史边缘化学生来说，促进家庭参与的关键因素尤其及时和关键。分析自2001年以来发表的研究，评估家庭参与干预措施对学生STEM成果的影响。该项目的目标是（a）确定家庭参与干预措施对STEM成果的有效性，（B）确定干预措施中最有效促进STEM成果的实践/组成部分，以及（c）揭示家庭参与干预措施的效果随研究质量和/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一案例设计研究的研究。方法将包括多变量随机效应模型与稳健的方差估计，适度分析，评估偏差和缺失数据。从这次综合的结果将创建基础知识，并提供学校工作人员和家庭以证据为基础的做法，以支持学生干学习和动机。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做法提供信息。发现研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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.