The critical mediating role of social encouragement for science motivation and confidence among high school girls and boys

摘要

Previous research has identified student status variables (gender, ability, and parent education level) and social influence variables (encouragement from family, teachers, and peers) as predictors of science attitudes. The present study tested the extent to which social encouragement mediates the relation between status variables and science motivation and confidence. In a sample of 184 senior high school students, social encouragement was a stronger predictor of science attitudes than status variables and mediated 72% of the variance in attitudes predicted by status variables. Encouragement from family, encouragement from teachers, and encouragement from peers were each independent predictors of science attitudes. The findings provide strong evidence of the critical importance of encouragement from social agents in the development of adolescents' motivation and confidence to achieve in science.