Shared academic values: Testing a model of the association between Hong Kong parents' and adolescents' perception of the general value of science and scientific literacy

Shared academic values: Testing a model of the association between Hong Kong parents' and adolescents' perception of the general value of science and scientific literacy

• Acosta, Sandra Dept. of Educational Psychology, Texas A&M University
• Hsu, Hsien Yuan Center for Educational Research and Evaluation, National Taiwan Normal University, Taiwan

Educational Studies, 40(2), 174-195, 2014

Routledge

2014

• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利
• B 人的行為
  • BB 興趣、態度與價值觀

Education Parents & Parenting Teenagers Perceptions Science Education Motivation

• Hong Kong

• 1997.7 onwards

• 中學教育

This study investigated parent general value of science operationalized in the 2006 questionnaire of the Programme for International Student Assessment (PISA), as a determinant of adolescents' scientific literacy performance. The transmission of academic values literature is small. To the best of our knowledge, no previous studies to date have examined the transmission of valuing of science. Study data were drawn from PISA 2006, which focused on science. The study sample comprised 4645 15-year-old adolescents in Hong Kong. Results from the conceptual structural model indicated that parental academic values (general value of science): (a) positively and directly affected adolescents' valuing of science and in turn further influenced adolescents' science performance, (b) positively and directly affected adolescents' science performance, and (c) stimulated adolescents' motivation to study science and in turn further influenced their science performance. Implications for school-level policy and practice include: (a) promoting parental valuing of science via parent involvement and (b) producing culturally and contextually grounded evidence on strategies for enhancing the transmission of academic values using research methodologies such as action research.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2013.866889]

• 英文

期刊論文

• 03055698

• 10.1080/03055698.2013.866889

https://bibliography.lib.eduhk.hk/tc/bibs/356baa6f

2014-06-30