Parents’ beliefs and behavior act as both explicit and implicit ways of communicating the value of science and their confidence that their child can be successful in science-related classes. Using the NCES High School Longitudinal Survey (HSLS:09), we examined how parent beliefs and behaviors regarding their 9th grader’s science education predicted the students’ motivation in science. Using multiple regression indicates that the combination of parental education, beliefs, and involvement in science-related activities with their child are weak but significant predictors of students’ academic motivation in science (adjR2 = 0.04, F(6, 14,933) = 26.32, P < 0.001). In particular, parent education and parent involvement have positive and significant effects on students’ science identity and science self-efficacy. These findings suggest that students may have a stronger academic motivation in science with parents who have higher levels of education, more confidence in their ability to help their child in science, and who engage in more science activities with their child.

中文翻译：

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九年级家长参与和学生对科学的学术动机

父母的信念和行为以明确和隐含的方式传达科学的价值以及他们对孩子能够在科学相关课程中取得成功的信心。利用 NCES 高中纵向调查 (HSLS:09)，我们研究了家长对 9 年级学生科学教育的信念和行为如何预测学生的科学动机。使用多元回归表明，父母教育、信仰以及与孩子一起参与科学相关活动的组合虽然较弱，但却是学生科学学习动机的重要预测因素 (adjR2 = 0.04, F(6, 14,933) = 26.32, P < 0.001）。尤其是家长教育和家长参与对学生的科学认同和科学自我效能有着积极而显着的影响。这些发现表明，如果家长受教育程度较高，对自己帮助孩子学习科学的能力更有信心，并且与孩子一起参与更多的科学活动，那么学生可能对科学有更强的学术动机。