Perceptions of parental involvement and support as predictors of college students’ persistence in a science curriculum

Authors: Ratelle, CatherineLarose, SimonGuay, FrédéricSénécal, Caroline
Abstract: As technological and scientific skills are increasingly needed, finding that science students encounter significant problems in their academic program causes serious concern. The authors examined how perceived parental involvement and support predict college students’ persistence in science based on J. P. Connell and J. G. Wellborn’s (1991) theoretical model: Perceived parental involvement and support should foster student persistence by promoting students’ competence, autonomy, and relatedness. Results suggest that perceived parental autonomy supports predicted scientific persistence partly through students’ autonomy. Perceived parental involvement, although unrelated to persistence, was a significant predictor of autonomy and relatedness. Results suggest that perceived parental involvement and support have specific roles in predicting student self-processes and achievement, highlighting the importance of sustaining parents’ contribution for college students.
Document Type: Article de recherche
Issue Date: 1 June 2005
Open Access Date: Restricted access
Document version: VoR
This document was published in: Journal of Family Psychology, Vol. 19 (2), 286–293 (2005) 10.1037/0893-3200.19.2.286
American Psychological Association
Alternative version: 10.1037/0893-3200.19.2.286
Collection:Articles publiés dans des revues avec comité de lecture

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