INTRODUCTION This paper examined individual, family, and peer roles in promoting Latinx youths' math and science performance. The role of maternal/paternal modeling in education was examined as shaping academic self-efficacy and, in turn, math/science grades among a population considered at risk of low academic achievement. Moreover, the study tested the moderating roles of class ethnic fit (i.e., feelings of fit based on having same-ethnic peers in class) and gender. METHOD Cross-sectional data came from a southwestern U.S. sample of Latinx adolescents (N = 329; 54% female, Mage = 13.69 years, SD = 0.56) who reported on maternal/paternal educational modeling, academic self-efficacy, math/science grades, class ethnic fit, and gender. RESULTS Adolescents' perceptions of maternal modeling, but not paternal, related to higher levels of academic self-efficacy which, in turn, related to higher math/science performance. Moderation results revealed: (a) for adolescents who perceived low science class ethnic fit, high levels of parental modeling related to higher levels of academic self-efficacy which, in turn, were related to higher science grades, and (b) maternal modeling positively related to girls', but not boys', academic self-efficacy and paternal modeling positively related to girls', but not boys', math/science performance. CONCLUSIONS These results suggest maternal modeling is a promotive factor, supporting Latinx youths' academic self-efficacy which, in turn, related to math/science grades. Additionally, a negative direct relation between maternal modeling and science grades suggests maternal modeling generally support academic self-efficacy, but not necessarily science attainment. These associations are nuanced as they are informed by context and parent-child gender.

中文翻译：

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拉丁裔学生的母性/父性建模、自我效能感和种族匹配与数学/科学成就的关联。

引言 本文考察了个人、家庭和同伴在促进拉丁裔青少年数学和科学成绩方面的作用。母亲/父亲模式在教育中的作用被研究为塑造学业自我效能感，进而影响被认为具有低学业成就风险的人群的数学/科学成绩。此外，该研究测试了班级种族契合度（即基于课堂上有同族同龄人的契合感）和性别的调节作用。方法 横断面数据来自美国西南部的拉丁裔青少年样本（N = 329；54% 女性，法师 = 13.69 岁，SD = 0.56），他们报告了母亲/父亲的教育模型、学业自我效能感、数学/科学成绩、班级种族适合度和性别。结果 青少年对母性建模的看法，而不是父性，与更高水平的学业自我效能感相关，而后者又与更高的数学/科学表现相关。调节结果显示：（a）对于认为科学课种族适合度低的青少年，高水平的父母建模与较高的学业自我效能感相关，而这反过来又与较高的科学成绩相关，以及（b）母亲建模积极与女孩（而非男孩）的学业自我效能感和父系建模相关，与女孩（而非男孩）的数学/科学表现呈正相关。结论 这些结果表明，母亲塑造是一个促进因素，支持拉丁裔青年的学业自我效能感，而这反过来又与数学/科学成绩有关。此外，母亲建模和科学成绩之间的负直接关系表明母亲建模通常支持学术自我效能，但不一定支持科学成就。这些关联因环境和亲子性别而异。