Expectancy-value theory & preschool parental involvement in informal STEM learning

Using expectancy-value theory, we explored whether parents' perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based on child gender and parent's report of having a science, technology, eng...

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Veröffentlicht in:	Journal of applied developmental psychology 2021-07, Vol.76, p.101320, Article 101320
Hauptverfasser:	Zucker, Tricia A., Montroy, Janelle, Master, Allison, Assel, Michael, McCallum, Cheryl, Yeomans-Maldonado, Gloria
Format:	Artikel
Sprache:	eng
Schlagworte:	Developmental psychology Gender Informal education Learning Middle class Parent participation Parents & parenting Preschool children Science and technology Self-efficacy Sociodemographics STEM education
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