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Direct linkZucker, Tricia A.; Montroy, Janelle; Master, Allison; Assel, Michael; McCallum, Cheryl; Yeomans-Maldonado, Gloria – Grantee Submission, 2021
Using expectancy-value theory, we explored whether parents' perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based on child gender and parent's report of having a science, technology, engineering, and math (STEM)-related career. Specifically, we…
Descriptors: Preschool Education, Parent Participation, STEM Education, Expectation
Marissa E. Thompson – Grantee Submission, 2021
Earning poor grades in early science, technology, engineering, and mathematics (STEM) college courses decreases the likelihood that a student will major in STEM. However, grades in first-year STEM courses do not impact students evenly, making it hard to know if early "gatekeeping" courses selectively push some students out of STEM. This…
Descriptors: Grades (Scholastic), Expectation, Self Efficacy, College Freshmen
Rosenzweig, Emily Q.; Hulleman, Chris S.; Barron, Kenneth E.; Kosovich, Jeffery J.; Priniski, Stacy J.; Wigfield, Allan – Grantee Submission, 2019
A growing body of research suggests that interventions promoting students' utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may…
Descriptors: Online Courses, Mathematics Instruction, Educational Technology, Technology Uses in Education
