Pathways of parental involvement through students’ motivational beliefs to science achievement

Pey Yan Liou*, Cheng Lung Wang, John J.H. Lin

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

This study aimed to examine the mediating effects of motivational beliefs in the relations between parental involvement and science achievement. Three types of motivational beliefs, namely, self-concept, intrinsic value, and utility value were addressed based on the Expectancy-Value Theory model. A representative national sample from Taiwan of 5042 eighth-grade students with an average age of 14.2 years was examined. The results indicated that self-concept and utility value can mediate the effects of parental involvement on science achievement, whereas intrinsic value does not have such a mediating effect. These findings provide empirical evidence revealing the prominent role of parental involvement in students’ science achievement through a motivational mechanism.

原文英語
頁(從 - 到)960-980
頁數21
期刊Educational Psychology
39
發行號7
DOIs
出版狀態已發佈 - 2019 八月 9
對外發佈

ASJC Scopus subject areas

  • 實驗與認知心理學
  • 教育
  • 發展與教育心理學

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