| Abstract [eng] |
Explaining students academic performance and choises in literature there are a lot of factors identified among which are personal factors (e.g., academic motivation) and social environment factors (e.g., parental involvement in education). The aim of this work was to evaluate grades 7–8 boys‘ and girls‘ and their parents‘ motivational beliefs about physics, parental involvement and determine their relationship with physics grades. The study involved 96 adolescents, including 39 boys and 57 girls in grades 7 and 8, and also 96 parents of adolescents. Students‘ motivational beliefs about physics were measured with Physics Ability Beliefs Questionnaire, which was based on Wigfield & Eccles (2000) Expectancy-Value Questionnaire, and Physics Value Beliefs Questionnaire; parents‘ beliefs about physics were measured with Parents‘ Beliefs about Physics Questionnaire. Parental involvement in education was measured with Parental Involvement in Physics Education Questionnaire, which was based on Cai (2003), and Liou and colleagues (2019) in research used questionnaire items. Physics performance was assessed by adolescents’ 1st semester (2nd trimester) physics grades. The results of the study indicated that students’ and parents‘ motivational beliefs and parental involvement were associated with physics grade. Also students’ all motivational beliefs were associated with parents‘ beliefs motivational beliefs. The relationships between students’ and parents’ motivational ability beliefs about physics and positive physics value were partially by parental involvement. Furthermore, the relationship between parental involvement and physics grades was mediated by students’ motivational ability beliefs about physics and also by positive physics value. |
