ERIC Number: EJ1020487
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 54
Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers?
Journal of Career Development, v41 n2 p87-103 Apr 2014
This study explores the relationship between parental motivational practices, Children's mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that parents' motivational practices influence their children's mathematics achievement in terms of where the Children start in the 7th grade and how much mathematics achievement grows or changes through the 12th grade. Findings also indicate a positive relationship between mathematics-specific, intrinsically focused parental motivational practices and growth in mathematics achievement and persistence in STEM careers. These findings provide specific information about how different types of parental motivational practices influence long-term mathematics achievement and persistence in STEM careers.
Descriptors: Mathematics Achievement, Parent Influence, Academic Persistence, STEM Education, Longitudinal Studies, Motivation Techniques, Career Choice, Achievement Gains, Secondary School Students, Telephone Surveys, Interviews, Student Attitudes, Administrator Attitudes, Teacher Attitudes, Parent Attitudes, Grade 7, Achievement Need
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Secondary Education; Middle Schools
Authoring Institution: N/A