Norton School of Family and Consumer Sciences, Family Studies and Human Development, The University of Arizona, 650 North Park Avenue, Tucson, AZ, 85721-0078, USA.
Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, 160D Prem S. Paul Research Center at Whittier School, Lincoln, NE, 68588, USA.
J Adolesc. 2021 Oct;92:247-257. doi: 10.1016/j.adolescence.2021.08.013. Epub 2021 Oct 7.
This paper examined individual, family, and peer roles in promoting Latinx youths' math and science performance. The role of maternal/paternal modeling in education was examined as shaping academic self-efficacy and, in turn, math/science grades among a population considered at risk of low academic achievement. Moreover, the study tested the moderating roles of class ethnic fit (i.e., feelings of fit based on having same-ethnic peers in class) and gender.
Cross-sectional data came from a southwestern U.S. sample of Latinx adolescents (N = 329; 54% female, M = 13.69 years, SD = 0.56) who reported on maternal/paternal educational modeling, academic self-efficacy, math/science grades, class ethnic fit, and gender.
Adolescents' perceptions of maternal modeling, but not paternal, related to higher levels of academic self-efficacy which, in turn, related to higher math/science performance. Moderation results revealed: (a) for adolescents who perceived low science class ethnic fit, high levels of parental modeling related to higher levels of academic self-efficacy which, in turn, were related to higher science grades, and (b) maternal modeling positively related to girls', but not boys', academic self-efficacy and paternal modeling positively related to girls', but not boys', math/science performance.
These results suggest maternal modeling is a promotive factor, supporting Latinx youths' academic self-efficacy which, in turn, related to math/science grades. Additionally, a negative direct relation between maternal modeling and science grades suggests maternal modeling generally support academic self-efficacy, but not necessarily science attainment. These associations are nuanced as they are informed by context and parent-child gender.
本研究考察了个体、家庭和同伴在促进拉丁裔青少年的数学和科学表现方面的作用。研究考察了母亲/父亲在教育中的榜样作用，因为它可以塑造学术自我效能感，进而影响被认为学业成绩可能较低的人群的数学/科学成绩。此外，该研究还测试了班级种族契合度（即基于在班级中有相同族裔的同伴而产生的归属感）和性别这两个调节作用。
横断面数据来自美国西南部的拉丁裔青少年样本（N=329；54%为女性，M=13.69 岁，SD=0.56），他们报告了母亲/父亲的教育榜样、学术自我效能感、数学/科学成绩、班级种族契合度和性别。
青少年对母亲榜样的感知，而不是父亲榜样的感知，与更高的学术自我效能感相关，而学术自我效能感又与更高的数学/科学成绩相关。调节作用的结果显示：（a）对于感知到科学课种族契合度低的青少年来说，高水平的父母榜样与更高的学术自我效能感相关，而学术自我效能感又与更高的科学成绩相关；（b）母亲榜样与女孩的学术自我效能感呈正相关，而与男孩的学术自我效能感无关，而父亲榜样与女孩的数学/科学成绩呈正相关，与男孩的数学/科学成绩无关。
这些结果表明，母亲榜样是一个促进因素，支持拉丁裔青少年的学术自我效能感，而学术自我效能感又与数学/科学成绩相关。此外，母亲榜样与科学成绩之间存在直接的负相关关系，这表明母亲榜样通常支持学术自我效能感，但不一定支持科学成就。这些关联是微妙的，因为它们受到背景和亲子性别因素的影响。
