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    Patterns of Parental Involvement and Influences on Elementary School Student STEM Efficacy and Interests

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    Author
    Ochoa, Estrella
    Issue Date
    2021
    Keywords
    elementary
    parental involvement
    STEM education
    Advisor
    Perfect, Michelle
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Science, Technology, Engineering, and Math (STEM) is widely acknowledged as a critical component to a healthy economy and global competitiveness. In the last decade, researchers have stressed the need for the development and implementation of instructional components to effectively engage students in STEM learning as early as possible. Previous research has suggested that parental involvement can improve academic outcomes for students. The purpose of this study was to examine the potential connection between increased levels of parental involvement and increased student STEM efficacy. The study closely followed the Hoover-Dempsey Model of Parental Involvement Processes (Hoover- Dempsey et al., 2001) that indicated that parental involvement methods are the mechanisms through which parent-level factors including parental self-efficacy predict student academic outcomes including student self-efficacy. In addition, parental efficacy, and the effects of immersion classes on parental involvement were examined. After transforming the data to correct for parental involvement measures not being normally distributed, canonical correlation analysis revealed significant correlations between the variate for the four parental involvement variables and the variate for the three student efficacy variables when run as sets. Hayes Process Macro for SPSS (Hayes, 2018) found significant direct effects of parent efficacy on student efficacy in math, but not for student efficacy in science or technology/engineering. There were no significant mediational relationships between the variables, however parental efficacy was significantly related to the three parental involvement mediators: Encouragement, Instruction, and Modeling, and Reinforcement was significantly related to student efficacy for math. Based on the results, data support that parental involvement and parent efficacy does influence STEM efficacy among students enrolled in a middle class to affluent school district. Future research needs to examine additional aspects of the Hoover-Dempsey Model in the context of STEM outcomes including how student STEM efficacy translates into student achievement outcomes accounting for the sociocultural context such as nuances of SES, age, gender, disability, and race/ethnicity. Finally, strategies such as inclusive outreach programs and SES conscious engagement opportunities are discussed along with future research to test if those approaches are effective in facilitating the strengthening of STEM outcomes in American school students.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    School Psychology
    Degree Grantor
    University of Arizona
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