Latinx High Schoolers’ Science Self-Concept and Task Value and the Role of Parent-Youth Science Conversations

• In Event: STEM: Cognition, Motivations, and Interventions

Abstract

Background
This longitudinal study investigated two research questions within a sample of Latinx parent-youth dyads from the Southwestern United States. First, do parent-youth science conversations at 9th grade predict Latinx youths’ science self-concept and task value at 10th grade? Second, are the links between parent-youth conversations and youths’ motivation moderated by whether parents or youth primarily initiate these conversations? The educational supports Latinx parents provide to youth often take the form of educational conversations, such as advice-giving and encouragement (Peralta et al., 2013; Soto-Lara & Simpkins, 2020). In high school, educational conversations consistently predict youths’ academic motivation and achievement compared to other types of parental involvement (Harackiewicz et al., 2012; Hill & Tyson, 2009; Wang et al., 2014). However, existing studies often do not parse out the unique contributions of domain-specific (e.g., science) conversations on youths’ motivational beliefs from those of general academic conversations. Moreover, stage-environment fit theory suggests that adolescents increasingly desire autonomy over their lives and therefore may want to facilitate science conversations with their parents (Eccles et al., 1993). However, parents still need to primarily guide and facilitate their children’s development. The links between parent-youth educational discussions and motivational beliefs may hence depend upon whether parents or youth primarily initiate science conversations.

Based on studies on Latinx family socialization (e.g., Simpkins et al., 2018), we hypothesized that 9th grade parent-youth science conversations would predict Latinx youths’ 10th grade science self-concept and task value, controlling for general academic conversations. Based on stage-environment fit theory, we also hypothesized that associations between parent-youth science conversations and youths’ motivational beliefs would be stronger when conversations are primarily initiated by parents than by youths.

Method
We used data from 104 Latinx parents and high schoolers (40% girls; Mage=14.5 years). Parents were asked how often they and their 9th graders engaged in conversations about science (4-item;α=.79) and general academics (5-item;α=.76), and who typically initiates conversations (1=Youth, 5=Parent). In 9th and 10th grades, youth reported their science self-concept (12-item;α=.93) and task value (15-item;α=.94) (Simpkins et al., 2018). We conducted sequential regression and simple slopes analyses and included 9th grade motivation, youth gender, parent education, parent marital status, and schools as covariates.

Results/Discussion
As predicted, youth who engaged in more science conversations in 9th grade were more likely to have higher science self-concept in 10th grade, after controlling for general academic conversations (Table 1). About 38% of conversations were initiated by parents, 33% by youth, and 29% by both equally. As predicted, the links between science conversations and both motivational beliefs depended on who initiated conversations. When parents primarily initiated conversations, there were significant, positive slopes in the associations between science conversations and both science motivational beliefs (Figure 1). The slopes were nonsignificant when youth or both parents and youth initiate science conversations.

This study further clarifies the unique longitudinal links between parent-youth science conversations and Latinx youths’ motivational beliefs. Ultimately, although adolescence may spur an increased need for youths’ autonomy and self-determination, Latinx high schoolers still benefit motivationally when parents primarily facilitate science conversations.

Authors

• Nestor Tulagan, University of California - Irvine
  Presenting Author

• Sandra Simpkins, University of California - Irvine
  Non-Presenting Author