The Interrelationships of Interest and Academic Performance in High School Math and Science Classes

• In Event: Interest Development and Its Relation to Academic Motivation

Abstract

Decades of research demonstrate that a key factor motivating adolescents to pursue advanced courses in mathematics and science is utility value (Eccles et al., 1983). In previous research, we have demonstrated that focusing on the utility value of a course leads to both increased interest and enhanced performance for students in high school and college courses (Hulleman & Harackiewicz, 2009). In the research to be presented, we examined the potential role of parents in communicating utility value to their children.

More specifically, in the context of a multiyear longitudinal study, parents’ knowledge of the utility value of high school mathematics and science courses was assessed, in terms of their ability to explain that information, as well as the manner in which they communicated that information, and tested to determine if conversations about utility value predicted teens’ interest in mathematics and science over time, and/or grades.

In telephone interviews, 164 parents were asked about the utility value of algebra, geometry, calculus, biology, chemistry, and physics for their child. Interviews were also conducted the summer following their student’s 9th grade year, and coded for inclusion of utility value, ability to articulate the utility of mathematics and science, and the degree to which their responses were personalized for their child. We then conducted regressions using mothers’ scores as predictors of teen outcomes. Predictors included: mother’s education level, articulation score, personalization score, and ratings of the value of mathematics and science for their teen. Dependent variables were teen values and interest in math, biology, chemistry, and physics.

For teens’ valuation of math, mother’s value rating and mother personalization were positive predictors. There was also an interaction between mother’s value and conversations showing that the effect of value was especially strong when mothers reported many conversations, but this effect became null when mothers reported fewer conversations. For teens’ valuation of science, both mother’s education and value were significant predictors. We found the same value by conversation interaction showing that the effect of value was strongest when mothers reported more conversations, but weak when mothers reported fewer.

For teens’ interest in math, the only significant predictor was mother’s value of math rating. For teens’ interest in biology, mother’s value of science rating was a nearly significant predictor. For teens’ interest in chemistry and physics, however, mother’s value of science rating and mother personalization each had significant positive main effects. In sum, parental values and their conversations with their teens (considered in terms of frequency and personalization style) can influence their teens’ academic values and interests, and these values and interests may also influence academic performance and career choices.

Results will be discussed in relation to findings from experimental laboratory studies of learning and performance (Hulleman et al., 2010) and longitudinal studies in college courses (Harackiewicz et al., 2002). Theoretically, this research contributes to understanding interest development and the role of interest in promoting performance. Practically, this research suggests that parents can make important contributions to their children’s mathematics and science learning and motivation.

Authors

• Judith Harackiewicz, University of Wisconsin

• Chris Rozek, University of Wisconsin - Madison

• Chris S. Hulleman, University of Virginia

• Janet S. Hyde, University of Wisconsin - Madison