[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-81173-en":3,"doc-seo-81173-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},81173,1099513958762,"Logic","https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1782109480056885918",8,"Research & Report","Supporting Latino High School Students’ Science Motivational Beliefs and Engagement","High school underrepresented minority students in the US face elevated risk of leaving the STEM pipeline. Using expectancy-value theory, research tests whether Latino students’ perceived support from parents, siblings/cousins, teachers, and friends in 10th grade predicts science ability self-concepts and values, which then predict classroom engagement. Survey data from 104 Latino high school students and their science teachers show that overall and home-based support predict 10th-grade science ability self-concepts beyond 9th-grade levels, while teacher-only support is weaker. Perceived support relates to engagement indirectly through ability self-concepts, suggesting support across home and school sustains motivation and engagement.","Educational Psychology  \nAn International Journal of Experimental Educational Psychology  \nISSN: 0144-3410 (Print) 1469-5820 (Online) Journal homepage: [https://www.tandfonline.com/loi/cedp20](https://www.tandfonline.com/loi/cedp20)  \nSupporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family, teachers, and friends  \nSandra D. Simpkins, Yangyang Liu, Ta-Yang Hsieh & Gabriel Estrella  \nTo cite this article: Sandra D. Simpkins, Yangyang Liu, Ta-Yang Hsieh & Gabriel Estrella (2019): Supporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family, teachers, and friends, Educational Psychology, DOI: 10. 1080/01443410 .2019.1661974  \nTo link to this article: [https://doi.org/10.1080/01443410.2019.1661974](https://doi.org/10.1080/01443410.2019.1661974)  \n Published online: 11 Oct 2019.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 23 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=cedp20](https://www.tandfonline.com/action/journalInformation?journalCode=cedp20)  \nEDUCATIONAL PSYCHOLOGY  \n[https://doi.org/10.1080/01443410.2019.1661974](https://doi.org/10.1080/01443410.2019.1661974)  \nSupporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family, teachers, and friends  \nSandra D. Simpkins, Yangyang Liu, Ta-Yang Hsieh and Gabriel Estrella  \nSchool of Education, University of California, Irvine, Irvine, CA, USA  \nABSTRACT  \nHigh school underrepresented minority students in the US are atan increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students’ perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-conceptsand values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents’perceptions of overall support and home-based support predicted adolescents’ science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents’ ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents’ science motivational beliefs and, in turn, their science classroom engagement.  \nARTICLE HISTORY  \nReceived 9 May 2018 Accepted 26 August 2019  \nKEYWORDS  \nMotivation; self-concept; value; Latino; engagement; science  \nHigh school is a critical turning point on the road to science, technology, engineering, and math (STEM) college majors and careers (e.g. Maltese & Tai, 2011) . Studies have consistently shown that ability is not sufficient to sustain students’ persistence in science (e.g. Wigfield et al., 2015) . The students most likely to pursue science are those that not only believe they are good at science (i.e. ability self-concept), but also believe that science is valuable (i.e. task value; Wigfield et al., 2015) . Yet, these motivational beliefs are fragile and can wane if not supported (Renninger & Hidi, 2016) . The declines in students’ math motivational beliefs are greatest in high school (Fredricks & Eccles, 2002) . In one study, approximately 45% of 10th-grade students interested in pursuing a STEM career lost that interest by the end of high school (Aschbacher, Li, &  \nCONTACT Sandra D. Simpkins  [simpkins@uci.edu](simpkins@uci.edu)  School of Education, University of California at Irvine, 2","cbCaiuIcceYNQ7Om","https://ap.wps.com/l/cbCaiuIcceYNQ7Om","pdf",1738489,4,1,22,"English","en",105,"# Abstract\n## Background and research question\n## Theoretical foundation and empirical research","[{\"question\":\"What theoretical framework guides the study of Latino students’ science motivation?\",\"answer\":\"The study uses expectancy-value theory to examine how perceived support relates to motivational beliefs and subsequent engagement in science class.\"},{\"question\":\"Which sources of support are examined for their link to students’ motivational beliefs?\",\"answer\":\"Parents, siblings/cousins, teachers, and friends are included as potential predictors of students’ science ability self-concepts and values.\"},{\"question\":\"How does perceived support relate to classroom engagement in the findings?\",\"answer\":\"Perceived support shows an indirect relationship with 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