Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents

Science, technology, engineering, and mathematics (STEM) educators worldwide are concerned about how to engage sufficient students to choose STEM majors and careers. STEM self-efficacy was found to be critical in promoting an individual's career choice in STEM. While the importance of family factors (coparental conflict) in learning has been increasingly emphasized, little empirical research has examined the effects of coparenting conflict on STEM self-efficacy among adolescents. Based on ecological and family system theories, this study aimed to examine the parallel mediation effect of implicit theories of intelligence and depression between conflict and Chinese adolescents' STEM self-efficacy. In total, 443 Chinese tenth-grade students (209 males, 47.20%) completed an online survey. The model was investigated using a structural equation modelling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results indicated that the relationship between coparental conflict and adolescents' STEM self-efficacy was not significant. The association between coparental conflict and STEM self-efficacy was fully mediated by depression. The mediating effect of implicit theories of intelligence was not significant. The results highlight the value of family factors, such as coparental conflict, in adolescents' STEM self-efficacy and provide insight into the underlying process. The findings of this study may provide evidence for designing STEM education programs.

Automated summary

STEM educators worldwide are concerned about engaging enough students to choose STEM majors and careers. This study found that coparental conflict has a significant impact on Chinese adolescents' STEM self-efficacy, mediated by depression. Implicit theories of intelligence, however, do not play a significant mediating role.