Latinx adolescents' school-related science conversations with family members: Associations with adolescents' science expectancy-value beliefs in high school. Issue 2 (3rd April 2023)

• Record Type: Journal Article
• Authors: Tulagan, Nestor B.; Puente, Kayla; Simpkins, Sandra D.
• Is Part Of: Applied developmental science. Volume 27:Issue 2(2023)
• Page Start: 156
• Page End: 171
• Publication Date: 2023-04-03
• Subjects: Child development -- Periodicals; Developmental psychology -- Periodicals; 305.231
• DOI: 10.1080/10888691.2022.2045201
• Languages: English
• ISSNs: 1088-8691

Abstract

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.