Project Grant 2247807
- This Project Grant award from the National Science Foundation's STEM Education (CFDA 47.076) program provides $100,055 to Trustees of Indiana University (doing business as Indiana University) to investigate the impact of parent-child interactions on spatial skills and STEM motivation among 1st and 2nd grade students. The research aims to 1) identify specific aspects of parent-child interactions that predict children's spatial skills and STEM learning/motivation, 2) establish causal relationships...
- This $324,643 federal Project Grant award, provided by the National Science Foundation's Computer and Information Science and Engineering (CISE) program (CFDA 47.070), aims to establish a comprehensive understanding of parental sharing of children's information online and provide empirically validated educational materials to support informed parental sharing and children's privacy protection. The key objectives are to: 1) demonstrate how family interaction styles influence parental sharing...
- This Project Grant from the National Science Foundation's STEM Education program, formerly known as Education and Human Resources, will fund research examining family engagement in early math education and developing interventions to promote such engagement, especially for children from disadvantaged backgrounds. With $300,000 in funding provided over two years from October 2022 to September 2024, the Trustees of Boston College will conduct focus groups and naturalistic observations of family...
- This National Science Foundation (NSF) Project Grant, awarded under the Social, Behavioral, and Economic Sciences (CFDA 47.075) program, supports research on the cultural contexts and developmental outcomes of childhood exploration and interactions with nature. The $142,165 award, effective September 1, 2024 through August 31, 2026, will examine children's independent exploration and time spent in different environments (e.g., green spaces versus playgrounds) across two societies where such...
- This two-year, $299,722 project grant from the National Science Foundation's STEM Education (CFDA 47.076) program will fund the New York Hall of Science to deliver exploratory research and co-design efforts with caregivers in Corona, Queens. Working with the New York City Department of Education, the awardee will conduct interviews and intersectional research to understand caregiver engagement in STEM learning from multiple cultural perspectives. They will then engage in collaborative...
- This $276,000 two-year Project Grant from the National Science Foundation's Social, Behavioral and Economic Sciences program will support computational and developmental research into children's self-representations and learning decisions. Specifically, the awardee will build a quantitative computational model integrating children's self-observations and social feedback to explain self-concept development. This model will be tested against adult data and developmental findings. It will also be...
- This Project Grant award of $342,906 from the National Science Foundation's STEM Education (CFDA 47.076) program supports research at Rutgers, The State University of New Jersey's Newark campus. The project aims to explore how children's early media experiences shape their expectations for learning from digital media devices, and how those expectations impact their STEM learning outcomes. Using a combination of behavioral, physiological, and computational approaches, the research will examine...
- The National Science Foundation (NSF) Division of Behavioral and Cognitive Sciences awarded a $588,063 Project Grant to the University of California, San Diego (UCSD) through the Social, Behavioral, and Economic Sciences program (CFDA 47.075). This 3-year grant, effective August 1, 2023, supports a collaborative research project to examine disparities in emotional resilience and mental health among mothers and their children facing high psychosocial stress. The research employs biocultural and...
- The University of North Carolina at Chapel Hill (UNC-CH) received a $353,489 Project Grant award from the National Science Foundation's STEM Education (ECR) program, effective February 1, 2024 through January 31, 2029. The award will fund research to promote 4- to 6-year-old children's scientific learning through parent-child conversations during book reading interactions. Key objectives include: Using natural language processing to quantify references to scientific processes in children's...
- This Project Grant award from the National Science Foundation (NSF) Computer and Information Science and Engineering (CISE) Federal Grant Program (CFDA 47.070) is focused on designing educational materials to promote responsible parental sharing of children's information online. The $175,000 award to Trustees of Indiana University, doing business as Indiana University, aims to: Understand how family interaction styles contribute to parental sharing practices and outcomes; Identify strategies...
OVER-ENGAGED PARENTING AND SCIENCE ACHIEVEMENT IN EARLY CHILDHOOD -ACQUIRING SCIENTIFIC KNOWLEDGE AND SKILLS REQUIRES PERSISTING THROUGH CHALLENGES, YET IT HAS BECOME INCREASINGLY COMMON FOR PARENTS IN THE UNITED STATES TO STEP IN AND SOLVE PROBLEMS FOR THEIR CHILDREN. THIS TYPE OF OVER-ENGAGED PARENTING LEADS PRESCHOOL-AGE CHILDREN TO HAVE LOWER PERSISTENCE, LOWER EXECUTIVE FUNCTION, AND WORSE READING AND MATH ACHIEVEMENT IN GRADE SCHOOL ACROSS SOCIOECONOMIC BACKGROUNDS. HOWEVER, PRIOR WORK LEAVES OPEN MAJOR THEORETICAL AND PRACTICAL QUESTIONS ABOUT THE BELIEFS THAT DRIVE OVER-ENGAGED PARENTING AND CHILDREN?S RESPONSE TO IT. OUR RESEARCH AIMS TO FILL THESE GAPS BY EXAMINING THE CAUSES AND CONSEQUENCES OF OVER-ENGAGED PARENTING SO THAT WE CAN BETTER UNDERSTAND HOW CAREGIVERS CAN SUPPORT CHILDREN'S SCIENTIFIC SUCCESS UPON SCHOOL ENTRY. THIS PROJECT IS SUPPORTED BY NSF'S EDU CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD, AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT, AND BY THE DISCOVERY RESEARCH PREK-12 (DRK-12) PROGRAM, WHICH SUPPORTS APPLIED RESEARCH IN FORMAL STEM LEARNING ENVIRONMENTS. THE PROPOSED RESEARCH WILL TAKE A MULTI-METHOD APPROACH TO UNCOVER THE BASIC COGNITIVE MECHANISMS UNDERLYING CAREGIVERS' OVER-ENGAGED BEHAVIOR AND CHILDREN'S RESPONSE TO IT. IN STUDY 1, RESEARCHERS WILL EMPLOY OBSERVATIONAL AND EXPERIMENTAL METHODS TO TEST WHETHER PARENTS? BELIEFS ABOUT LEARNING AND TASK OUTCOME DRIVE THEIR OVER-ENGAGED BEHAVIOR ON SCIENCE AND NON-SCIENCE TASKS. IN STUDY 2, RESEARCHERS WILL CONDUCT EXPERIMENTS TO DETERMINE WHICH INFERENCES DRIVE THE DEMOTIVATING EFFECTS OF OVER-ENGAGED PARENTING ON YOUNG CHILDREN?S SCIENCE PERSISTENCE, AS WELL AS HOW PARENTS CAN BE INVOLVED IN CHILDREN'S LIVES WITHOUT UNDERMINING THEIR MOTIVATION. IN STUDY 3, RESEARCHERS WILL RUN A LONGITUDINAL STUDY ASSESSING HOW OVER-ENGAGED PARENTING DURING THE PRESCHOOL YEARS RELATES TO CHILDREN?S SCIENCE ENGAGEMENT AND ACHIEVEMENT DURING THE TRANSITION TO FORMAL SCHOOLING. THESE STUDIES WILL BE CONDUCTED IN COLLABORATION WITH COMMUNITY PARTNERS, SCHOOLS, AND SCIENCE MUSEUMS TO ENSURE THE INCLUSION OF FAMILIES FROM DIVERSE BACKGROUNDS. TAKEN TOGETHER, THE RESULTS WILL PROVIDE CRITICAL INSIGHT INTO HOW CAREGIVERS CAN FOSTER YOUNG CHILDREN'S SCIENCE MOTIVATION AND ACHIEVEMENT. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $613.5k | 9/10/25 | ||
| Not listed | $445.1k | 7/30/25 | ||
| Not listed | $740.4k | 6/15/23 |