Helping Parents to Motivate Adolescents in Mathematics and Science: An Experimental Test of a Utility-Value Intervention
Abstract
The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.
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Variants of utility value interventions can increase interest and motivation in students by increasing the extent to which their parents value STEM subjects, which is then passed on to their children.
“Variants of this type of intervention can also increase interest and motivation in students by increasing the extent to which their parents value STEM subjects, which is then passed on to their children (Harackiewicz, Rozek, Hulleman, & Hyde, 2012;Rozek, Hyde, Svoboda, Hulleman, & Harackiewicz, 2015, 2017).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Harackiewicz, Rozek, Hulleman, & Hyde, 2012
Interventions that aim to increase the value that parents place on education have been shown to increase their children's educational attainment.
“Interventions that aim to increase the value that parents place on education have been shown to increase their children's educational attainment (Harackiewicz et al., 2012;Rozek, Svoboda, Harackiewicz, Hulleman, & Hyde, 2017)”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Harackiewicz et al., 2012
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- Authors
- Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S.
- Affiliations
- University of Wisconsin–Madison (US)
- James Madison University (US)
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2012-07-03
- Volume
- 23
- Issue
- 8
- Pages
- 899-906
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2103303672
- Cited by
- 503
- References
- 35
- Citations by year
- 2026: 20 · 2025: 32 · 2024: 37 · 2023: 25 · 2022: 40 · 2021: 46 · 2020: 42 · 2019: 46 · 2018: 51 · 2017: 46 · 2016: 36 · 2015: 38 · 2014: 27 · 2013: 14 · 2012: 3
- FWCI
- 35.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Science Foundation
- National Science Board
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- parental involvement, STEM education, mathematics course taking, adolescent motivation, high school students, STEM pipeline, motivation theories, theory-based intervention, STEM careers
- MeSH terms
- Achievement, Adolescent, Adult, Choice Behavior, Engineering, Female, Humans, Male, Mathematics, Motivation, Parent-Child Relations, Parents, Random Allocation, Science, Students, Technology, Young Adult
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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