Abstract

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.

摘要

父母和老师在激发学生的动机方面起着重要的作用。这项研究的目的是检验对288名瑞典学生在最后一年进行的为期一年的前瞻性检查，父母和老师的热情是否都能预测STEM活动的内在动机，以及动机是否会与一年以上的STEM成绩提高相关。科学高中课程的一部分（143位女性和145位男性）。在基线时收集了家长和老师的热情调查，并在基线时和年底评估了学生在STEM中的内在动机和GPA。基线GPA和内在动机以及后续内在动机与以后的GPA显着相关。最后，内在动机介导了教师与父母热情与GPA变化之间的关系。