University of Wisconsin-Madison.
University of Virginia.
J Res Adolesc. 2017 Mar;27(1):49-64. doi: 10.1111/jora.12253. Epub 2016 Feb 1.
In the context of concerns about American youths' failure to take advanced math and science (MS) courses in high school, we examined mothers' communication with their adolescent about taking MS courses. At ninth grade, U.S. mothers (n = 130) were interviewed about their responses to hypothetical questions from their adolescent about the usefulness of algebra, geometry, calculus, biology, chemistry, and physics. Responses were coded for elaboration and making personal connections to the adolescent. The number of science, technology, engineering, and mathematics courses taken in 12th grade was obtained from school records. Mothers' use of personal connections predicted adolescents' MS interest and utility value, as well as actual MS course-taking. Parents can play an important role in motivating their adolescent to take MS courses.
在关注美国青少年在高中阶段未能修读高等数学和科学 (MS) 课程的背景下，我们研究了母亲与青少年就修读 MS 课程进行的沟通。在九年级时，我们对美国母亲（n=130）进行了访谈，了解她们对青少年提出的关于代数、几何、微积分、生物、化学和物理课程有用性的假设问题的反应。我们对反应进行了详细说明，并与青少年建立了个人联系。从学校记录中获得了 12 年级所修科学、技术、工程和数学课程的数量。母亲使用个人联系来预测青少年对 MS 的兴趣和实用价值，以及实际的 MS 课程学习情况。家长可以在激励青少年修读 MS 课程方面发挥重要作用。
