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Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science

Published online by Cambridge University Press:  10 January 2013

Burcu Senler  and
Semra Sungur
Burcu Senler
Affiliation:
Mugla University (Turkey)
Semra Sungur*
Affiliation:
Middle East Technical University (Turkey)
*
Correspondence should be addressed to Semra Sungur. Middle East Technical University. Faculty of Education. Department of Elementary Education, 06531-Ankara, TURKEY. Phone: +90 312 210 4066 Fax number: +90 312 2107984. E-mail: ssungur@metu.edu.tr.
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Abstract

The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

Este estudio tenía dos objetivos: en primer lugar, investigar el efecto del curso (educación primaria y secundaria) y del género en la motivación de los alumnos en ciencias (autoconcepto académico percibido en ciencias y valor de la tarea) y la implicación percibida de la familia; y en segundo lugar, examinar la relación entre las variables del entorno familiar (nivel de estudios del padre y de la madre, implicación percibida de la familia), motivación, género y logro en ciencias en la educación primaria y media). Análisis de varianza multivariada (MANOVA) mostró que los alumnos de primaria tienen un autoconcepto en ciencias y creencias acerca del valor de la tarea más positivos que los alumnos de educación media. Además, los alumnos de primaria parecían percibir más implicación de la familia en su educación. Análisis de ruta (path analysis) también sugirió que la implicación de la familia estaba directamente relacionada con el valor de la tarea y los logros de los alumnos de primaria. Además, en el nivel de primaria, se encontraron relaciones significativas entre el nivel de estudios del padre, el autoconcepto en ciencias, el valor de la tarea y el logro en ciencias. Por otro lado, en el nivel escolar medio, la implicación de la familia y el nivel de estudios del padre y de la madre se relacionaban positivamente con el valor de tarea del alumno, que está directamente relacionado con el logro en ciencias del estudiante. Además, el nivel de estudios de la madre contribuía al logro en ciencias a través de su efecto en el autoconcepto.

Keywords

family involvementparents' educationscience self-concepttask valuescience achievementimplicación de la familiaeducación de los padresautoconceptovalor de la tarealogro en ciencias
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 12 , Issue 1 , May 2009 , pp. 106 - 117
Copyright
Copyright © Cambridge University Press 2009

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