Examining how parent and teacher enthusiasm influences motivation and achievement in STEM

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Examining how parent and teacher enthusiasm influences motivation and achievement in STEM. / Jungert, Tomas; Levine, Shelby; Koestner, Richard.

In: Journal of Educational Research, Vol. 113, No. 4, 2020, p. 275-282.

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TY - JOUR

T1 - Examining how parent and teacher enthusiasm influences motivation and achievement in STEM

AU - Jungert, Tomas

AU - Levine, Shelby

AU - Koestner, Richard

PY - 2020

Y1 - 2020

N2 - Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM.

AB - Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM.

KW - Achievement

KW - intrinsic motivation

KW - parent enthusiasm

KW - STEM

KW - teacher enthusiasm

UR - http://www.scopus.com/inward/record.url?scp=85089780282&partnerID=8YFLogxK

U2 - 10.1080/00220671.2020.1806015

DO - 10.1080/00220671.2020.1806015

M3 - Article

AN - SCOPUS:85089780282

VL - 113

SP - 275

EP - 282

JO - Journal of Educational Computing Research

JF - Journal of Educational Computing Research

SN - 0022-0671

IS - 4

ER -