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Shaping Young Scientists: Parental Beliefs and Support as Social Influences on Children's Motivation beyond the Classroom

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Title: Shaping Young Scientists: Parental Beliefs and Support as Social Influences on Children's Motivation beyond the Classroom
Language: English
Authors: Tess A. Shirefley (ORCID 0000-0002-0632-0756)
Source: Social Psychology of Education: An International Journal. 2025 28(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Parent Role, Parent Influence, Student Motivation, Parent Attitudes, Science Interests, Science Fairs, Elementary Secondary Education, Predictor Variables
Geographic Terms: California
DOI: 10.1007/s11218-025-10133-6
ISSN: 1381-2890
1573-1928
Abstract: Situated Expectancy Value Theory (SEVT) emphasizes the role parents play in shaping children's confidence and value they place on science. Although a robust literature has documented parental influences on children's science motivations in school-based contexts, less is known about how parents' attitudes and support shape children's science motivation in extracurricular learning environments. Moreover, prior work has rarely considered whether motivational processes differ across science domains, such as life versus physical sciences. The present study addressed these gaps by examining whether parents' attitudes and support predicted children's science motivation during participation in a regional science fair, and whether patterns varied by project domain. The study examined 96 parent-child dyads (60% girls; Grades 3-11). Hierarchical regression analyses indicated that parents' perceptions of children's science task value were the most consistent positive predictor of children's motivational beliefs, significantly predicting both ability beliefs and task value. The encouragement children reported receiving from their parents was a positive predictor of children's task value, but parental reports of encouragement were not. In contrast, instrumental support through hands-on help was negatively associated with children's ability beliefs across both parent and child reports. No significant differences were found between life and physical science projects. This research indicates that parents play an integral role in children's science motivation development when they participate in extracurricular science-learning opportunities. Subsequently, parents may need external support to learn how to provide appropriate help on student projects and offer general science encouragement that promotes science motivation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489626
Database: ERIC
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  Data: Shaping Young Scientists: Parental Beliefs and Support as Social Influences on Children's Motivation beyond the Classroom
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  Data: <searchLink fieldCode="AR" term="%22Tess+A%2E+Shirefley%22">Tess A. Shirefley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0632-0756">0000-0002-0632-0756</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Interests%22">Science Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Fairs%22">Science Fairs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1007/s11218-025-10133-6
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  Data: Situated Expectancy Value Theory (SEVT) emphasizes the role parents play in shaping children's confidence and value they place on science. Although a robust literature has documented parental influences on children's science motivations in school-based contexts, less is known about how parents' attitudes and support shape children's science motivation in extracurricular learning environments. Moreover, prior work has rarely considered whether motivational processes differ across science domains, such as life versus physical sciences. The present study addressed these gaps by examining whether parents' attitudes and support predicted children's science motivation during participation in a regional science fair, and whether patterns varied by project domain. The study examined 96 parent-child dyads (60% girls; Grades 3-11). Hierarchical regression analyses indicated that parents' perceptions of children's science task value were the most consistent positive predictor of children's motivational beliefs, significantly predicting both ability beliefs and task value. The encouragement children reported receiving from their parents was a positive predictor of children's task value, but parental reports of encouragement were not. In contrast, instrumental support through hands-on help was negatively associated with children's ability beliefs across both parent and child reports. No significant differences were found between life and physical science projects. This research indicates that parents play an integral role in children's science motivation development when they participate in extracurricular science-learning opportunities. Subsequently, parents may need external support to learn how to provide appropriate help on student projects and offer general science encouragement that promotes science motivation.
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      – SubjectFull: Student Motivation
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      – SubjectFull: Science Interests
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