Lazarides Rebecca, Rubach Charlott, Ittel Angela
Department of Education, Universität Potsdam.
Department of Educational Psychology, Technische Universität Berlin.
Dev Psychol. 2017 Mar;53(3):525-539. doi: 10.1037/dev0000270.
Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students' perceptions of their parents' beliefs and behaviors and the students' own domain-specific values. This study analyzed how students' perceptions of parents' beliefs and behaviors and students' mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students' gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students' perceptions of their parents' mathematics value beliefs at Time 1 affected the students' own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys', not girls', mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys', not girls', perceived parents' mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes. (PsycINFO Database Record
基于埃克尔斯父母社会化模型的研究表明，父母是孩子价值和能力信息的重要来源。然而，对于学生对父母信念和行为的认知与学生自身特定领域价值观之间的双向影响，我们却知之甚少。本研究分析了学生对父母信念和行为的认知、学生的数学价值观以及与数学相关的职业规划如何相互双向影响，并分析了学生性别作为这些关系调节变量的作用。对参加了两轮研究的475名11年级和12年级学生（女生占50.3%；31个班级；12所学校）的数据进行了分析。纵向结构方程模型的结果表明，学生在时间1对父母数学价值信念的认知影响了学生在时间2自身的数学效用价值。在全样本中未显示出双向影响，但在男孩中发现了这种影响。测试模型中的路径因男孩和女孩而异。例如，男孩而非女孩的数学内在价值预测了他们报告的与父亲关于未来职业规划的对话。男孩而非女孩所感知的父母数学价值预测了数学效用价值。我们将结合研究结果对父母和教师的启示以及性别化的动机过程来进行讨论。（《心理学文摘数据库记录》 ）
