Parent involvement and student academic motivation towards science in 9th grade

Lundon Pinneo () and Amanda Nolen
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Lundon Pinneo: University of Arkansas at Little Rock
Amanda Nolen: Georgia Institute of Technolotable 3gy

Palgrave Communications, 2024, vol. 11, issue 1, 1-12

Abstract: 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

Date: 2024
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DOI: 10.1057/s41599-024-02707-0

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