高等教育を受けていない親を持つ若者の数学モチベーションプロファイルの変化: 両親のサポート,教師のサポート,学業成績との関係
Christine R Starr1, Nestor Tulagan2, Jacquelynne S Eccles3
1Department of Educational Psychology, University of Wisconsin-Madison.
Developmental psychology
|February 19, 2026
まとめ
親と教師のサポートは,高校生の数学に対するモチベーションを向上させることができ,両親が大学を卒業していない場合でもそうである. この支援は,学生がより強い信念とよりよいSTEM成果を育成するのに役立ちます.
科学分野:
- 教育心理学の教育心理学について
- 教育の社会学 教育の社会学
- 青少年の発達について
背景:
- 高等教育を受けていない親の生徒は,数学が集中的分野では過小評価されています.
- 親と教師のサポートは,高校生の間にこれらの格差を軽減することができます.
研究 の 目的:
- 両親が4年未満の大学卒業歴を持つ米国の高校生における数学動機付けの信念の変化を調べる.
- 認知されたサポートと動機付けプロファイルの変化の間の関係を調査する.
- 動機付けプロファイルとSTEM成果の関連性を評価する.
主な方法:
- 全国の代表的な7600人の青少年 (9-11年生) のサンプルを分析した.
- 各年級で6つの異なる数学動機付け信念プロファイルが特定されました.
- プロフィールの安定性と変化を追跡するために,縦断データを使用しました.
主要な成果:
- 青少年の数学動機付けプロファイルは,適度な安定性 (約. 50%は同じプロファイルに留まった).
- 親と教師のサポートを受けると,強い動機付けのプロファイルへの移行にポジティブな影響を与えた.
- より強い動機付けプロファイルは,より良い科学,技術,工学,数学 (STEM) の成果と相関しています.
結論:
- 数学の動機づけの信念は一定の安定性を示していますが,高校生の間には大きな変化が起こります.
- 両親や教師からの支持は,若者の数学に対する動機付けのポジティブな変化を促す上で極めて重要です.
- 親と教師の関与を支える介入は,STEMの成績のギャップを埋めるのに役立ちます.
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