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Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit

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Title: Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit
Language: English
Authors: Rozek, Christopher S., Svoboda, Ryan C., Harackiewicz, Judith M., Hulleman, Christopher S., Hyde, Janet S.
Source: Grantee Submission. 2017.
Peer Reviewed: Y
Page Count: 6
Publication Date: 2017
Sponsoring Agency: National Science Foundation (NSF)
Institute of Education Sciences (ED)
Contract Number: 0814750
R305B090009
144NL14
R305B140042
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Adult Education
Descriptors: STEM Education, Career Readiness, College Readiness, High School Students, Parent Role, Intervention, Course Selection (Students), Career Choice, Student Attitudes, Program Effectiveness, Structural Equation Models, Correlation, Hypothesis Testing, Scores, College Entrance Examinations, Student Records, Control Groups, Experimental Groups, Parent Influence, Parent Education, Longitudinal Studies
Geographic Terms: Wisconsin
Assessment and Survey Identifiers: ACT Assessment
DOI: 10.1073/pnas.1607386114
Abstract: During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. [At time of submission to ERIC this article was in press with "PNAS."]
Abstractor: As Provided
Number of References: 48
IES Funded: Yes
Entry Date: 2017
Accession Number: ED578858
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit
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  Data: 0814750<br />R305B090009<br />144NL14<br />R305B140042
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Data: 10.1073/pnas.1607386114
– Name: Abstract
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  Data: During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. [At time of submission to ERIC this article was in press with "PNAS."]
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  Data: As Provided
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED578858
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1073/pnas.1607386114
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Structural Equation Models
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      – SubjectFull: Correlation
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      – SubjectFull: Hypothesis Testing
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      – SubjectFull: Scores
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Student Records
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      – SubjectFull: Control Groups
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Parent Influence
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      – SubjectFull: Parent Education
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Wisconsin
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
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      – TitleFull: Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit
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