Abstract

Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M_age = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.

摘要

结合情境期望值和家庭系统理论，当前的研究测试了拉丁裔青少年 9 年级与父母和哥哥姐姐/堂兄弟进行的与学校相关的科学对话在多大程度上积极预测了他们 10 年级的科学能力自我概念和任务价值观. 我们还测试了这些链接是否由最初发起对话的人（即青少年、家庭成员或两者）主持。我们使用了来自 104 个拉丁裔家庭的两波多报告者调查数据，包括父母、兄弟姐妹/表亲和青少年的三合会（89% 为墨西哥裔，40% 为女性；M_年龄 = 14.53 年）。部分支持我们的假设，家长与青少年学校相关的科学对话预测了青少年的 10 年级科学能力自我概念。此外，当父母比青少年更频繁地发起对话时，父母与青少年对话与科学能力自我概念和任务价值观之间的联系是积极且重要的。在与兄弟姐妹/表亲-青少年学校相关的科学对话中发现了类似但较弱的关联。这些发现强调了家庭成员与拉丁裔青少年发起与学校相关的科学对话的激励作用。