Parental Motivational Beliefs Predict Science Learning Opportunities in Early Years

Abstract This study examined parents’ beliefs and potential links with their children’s (1) interest in science, (2) competence in learning science, and (3) science learning opportunities offered to their children. The study included a sample of 1,490 parents who had young children enrolled in U.S. preschool (3 years old, 55.9%) and pre-kindergarten (4 years old, 44.1%) classes. Data were collected via online surveys, which included three components: Perceived Science Motivation for Children-Parents Form, Parental Expectation and Support for Learning Science Questionnaire, and socio-demographic questions about parents and their children. Based on rankings of science and other curricular areas, parents’ responses were classified into three groups: Low, Moderate, and High Preference for Science. Few parents prioritized science over other curricular areas in early learning classrooms, and parents’ preferences for science were not associated with their incomes, levels of education, or the children’s ages or sex. Parents’ gender, however, was related to their preferences for science. Their beliefs about children’s interest in science and competence to learn science were associated with home science resources, science-related conversations, and parental preferences for learning science in early childhood classrooms. Results from this study suggest that parents’ beliefs about children’s interest in science and competence to learn science predict the science learning opportunities provided to their children.