Self-perceived Importance Research Articles

Factors affecting employment status in people with epilepsy

Aim: People with epilepsy often face difficulties finding and keeping a job in India. This study aimed to determine the employment rate of people with epilepsy, compare it with that of people without epilepsy and to assess the various factors affecting theiremployment status. Methods: A comparative cross-sectional study was done by recruiting 140 people with epilepsy and 140 people without epilepsy (relatives of patients) from an epilepsy clinic in New Delhi, India. Demographic and clinical data were collected using questionnaires. Additionally, five items were added to measure self-perceived importance of work, ability to work and family support for working. Psychometric scales were used to measure the psychosocial variables affecting employment. Questionnaires were completed by people with epilepsy. Results: The employment rate of people with epilepsy was 59.3% as compared to 70.0% in those without epilepsy (P=0.045). Gender, younger age, having fewer family members, higher educational attainment, self-perceived importance of being employed for personal and financial reasons, and the ability to work and family support for working were some of the factors associated with employment status in people with epilepsy (P<0.05). Among the psychosocial variables, epilepsy stigma and perceived social support were found to be significantly associated with being employed (P<0.05). None of the clinical variables were found to be associated. Of those in the study, 56 out of 83 people with epilepsy, who had a job, felt they were underemployed. Conclusions: The employment rate of people with epilepsy was lower than the control population. The majority of those with jobs felt they were underemployed. A host of factors affect employment status in people with epilepsy. This suggests the need for vocational training, raised awareness among the general population, and counselling and other services for people with epilepsy.

The Exploration of EFL Preservice Teachers’ Self-Perceived Importance of Assessment Literacy

It is fundamental for language teachers to assess their students’ performance. Therefore, they should be familiar with various forms of assessments because teaching and assessing languages are closely related and have a great deal to do with one another. This study examined EFL preservice teachers’ perceptions of assessment literacy at a medium-sized university in South Korea, employing a survey questionnaire of self-perceived language assessment. The survey results reveal significant variability in the confidence levels of EFL preservice teachers across six domains of assessment literacy, with the highest confidence in preventing cheating and the lowest in constructing tests for advanced learners. Challenges in communicating assessment results, particularly with parents, indicate a need for professional development in communication strategies. While ethical practices and digital assessment literacy show strong commitment and proficiency, areas like avoiding "teaching to the test" and designing online tests require further training to ensure comprehensive assessment capabilities. Such an investigation in this study will assist in spreading the significance of assessment literacy and its results on teaching and learning. The implication of the study is expected to improve the policies and practices in the field of education.

Toward sustainable development goals in gender inequality: an analysis of gender preferences among urban pregnant women in a Southeast Asian country

BackgroundGender-biased discrimination and preferences are global phenomena, particularly son preferences. However, updated evidence about this issue in Vietnam has not yet been provided. Therefore, this study aimed to examine the gender preferences among pregnant women and identify associated factors of such preferences.MethodsA cross-sectional survey was conducted in two hospitals in Vietnam with 732 pregnant women. Gender preferences for their child were asked, along with socio-demographic (e.g., education, occupation) and pregnancy characteristics (e.g., pressure to have a son, gender of first child, the importance to have a son of family members, and information sources on pregnancy care) by using face-to-face interviews and a structured questionnaire. Multinomial logistic regression was performed to determine factors associated with gender preferences.ResultsAbout 51.9% of the participants had no gender preference, while, among those who had a gender preference, 26.5% preferred sons, and 21.6% preferred daughters. Only 6.2% had pressure to have a son. Having the first child who was female (OR = 4.16, 95%CI = 1.54–11.25), having the pressure to have a son (OR = 6.77, 95%CI = 2.06–22.26), and higher self-perceived importance to have a son (OR = 3.05, 95%CI = 1.85–5.02) were positively associated with son preference. Otherwise, women having partners with high school education or above (OR = 2.04, 95%CI = 1.06–3.91), living with parents-in-law (OR = 2.33; 95%CI = 1.25–4.34), the higher number of pregnancies, and a higher degree of importance in having a son regarding parents-in-law (OR = 2.15, 95%CI = 1.38–3.35) associated with higher odds of preferring daughter.ConclusionThis study showed that gender preference was common among pregnant women, but the pressure to have a son was low. Further education programs and legal institutions should be implemented to improve gender inequality and gender preference in society.

Perceptions of orthodontic residents toward the implementation of dental technologies in postgraduate curriculum

BackgroundDental technologies have increasingly been implemented in orthodontic practice to offer better experiences for orthodontists and patients, however, there is no scientific evidence yet whether which technologies should be implemented into the postgraduate programs.ObjectivesTo investigate perceptions of orthodontic residents toward the confidence and importance of dental technologies, as well as to determine their necessity in postgraduate programs.Materials and methodsThe online questionnaire was designed to collect data from residents from all accredited orthodontic postgraduate programs in Thailand. The questionnaire consisted of four sections, which were (1) demographic data, (2) self-perceived importance of orthodontic technologies, (3) self-perceived confidence toward orthodontic technologies, and (4) the necessity of orthodontic technologies in postgraduate programs. The data were analyzed using descriptive statistics, Spearman correlation, and a chi-square test.ResultsIntraoral scanner was found to be an orthodontic technology with the highest scores for both self-perceived importance (4.37 ± 0.59) and confidence (4.23 ± 0.75), followed by cone-beam computed tomography, digital treatment planning software, and lab-produced aligners. These orthodontic technologies were also considered as mandatory in orthodontic postgraduate programs. CAD/CAM technologies appeared to be least important, and their training may be arranged as short course training. There was no significant influence of training locations on the necessity of all orthodontic technologies (P > 0.05), except CBCT. Self-perceived importance and confidence in all technologies were found to have significant positive correlations (P < 0.05), except teledentistry and in-office aligners.ConclusionOrthodontic technologies were perceived as important in clinical workflow. Intraoral Scanners, CBCT, digital treatment planning software, lab-produced aligners, and digital modeling software appeared to be necessary for clinical practice and should be considered for orthodontic postgraduate programs, while other technologies may be arranged as short course training. Further research should investigate how to arrange and organize training sessions in orthodontic postgraduate programs.

Moderators of the Effect of a Self-directed Digitally Delivered Exercise Program for People With Knee Osteoarthritis: Exploratory Analysis of a Randomized Controlled Trial.

BackgroundA 24-week self-directed digitally delivered intervention was found to improve pain and function in people with knee osteoarthritis (OA). However, it is possible that this intervention may be better suited to certain subgroups of people with knee OA compared to others.ObjectiveThe aim of this study was to explore whether certain individual baseline characteristics moderate the effects of a self-directed digitally delivered intervention on changes in pain and function over 24 weeks in people with knee OA.MethodsAn exploratory analysis was conducted on data from a randomized controlled trial involving 206 people with a clinical diagnosis of knee OA. This trial compared a self-directed digitally delivered intervention comprising of web-based education, exercise, and physical activity program supported by automated exercise behavior change mobile phone text messages to web-based education alone (control). The primary outcomes were changes in overall knee pain (assessed on an 11-point numerical rating scale) and physical function (assessed using the Western Ontario and McMaster Universities Osteoarthritis Index function subscale [WOMAC]) at 24 weeks. Five baseline patient characteristics were selected as the potential moderators: (1) number of comorbidities, (2) number of other painful joints, (3) pain self-efficacy, (4) exercise self-efficacy, and (5) self-perceived importance of exercise. Separate linear regression models for each primary outcome and each potential moderator were fit, including treatment group, moderator, and interaction between treatment group and moderator, adjusting for the outcome at baseline.ResultsThere was evidence that pain self-efficacy moderated the effect of the intervention on physical function compared to the control at 24 weeks (interaction P=.02). Posthoc assessment of the mean change in WOMAC function by treatment arm showed that each 1-unit increase in baseline pain self-efficacy was associated with a 1.52 (95% CI 0.27 to 2.78) unit improvement in the control group. In contrast, a reduction of 0.62 (95% CI –1.93 to 0.68) units was observed in the intervention group with each unit increase in pain self-efficacy. There was only weak evidence that pain self-efficacy moderated the effect of the intervention on pain and that number of comorbidities, number of other painful joints, exercise self-efficacy, or exercise importance moderated the effect of the intervention on pain or function.ConclusionsWith the exception of pain self-efficacy, which moderated changes in function but not pain, we found limited evidence that our selected baseline patient characteristics moderated intervention outcomes. This indicates that people with a range of baseline characteristics respond similarly to the unsupervised digitally delivered exercise intervention. As these findings are exploratory in nature, they require confirmation in future studies.

What Comprises a Successful Educational Science YouTube Video? A Five-Thousand User Survey on Viewing Behaviors and Self-Perceived Importance of Various Variables Controlled by Content Creators

Educational videos on digital platforms are an attractive way of learning, especially for the younger generation, as they provide easy, personalizable access to a wide variety of content. Allowing for simplified explanations and visual demonstrations, educational videos are highly suitable for scientific content. With 500 h of video content uploaded per minute, YouTube is the most used user-generated video content platform worldwide. This study provides an initial insight into the elements which influence the perceived quality of educational science videos by viewers, with a special focus on natural science videos. In response to a call for study participants via various German natural science and technology YouTube and Instagram channels, over 5,000 participants between the ages of 9 to 72 (M = 18, SD = 8.78) completed a web questionnaire. The questionnaire focused on the participants’ viewing behaviors and their self-perception of the importance of the content-creator controlled variables.It was found that there are six key elements for a successful educational YouTube video: 1) structure, 2) reliability, 3) quality, 4) community integration, 5) presenter, 6) topic. Based on these elements, a checklist with 17 recommendations for the creation of successful educational videos was developed, serving as a practical guideline for content creators.

Exploring the impact of patient and public involvement with young people with a chronic condition: A multilevel analysis.

Patient and Public Involvement (PPI) of young people with a chronic condition (YPCC) receives increasing attention. However, evidence of its impact is lacking. This study explores the impact of PPI on outcomes of projects in health and social care, using quantitative measures. Data were collected from projects funded by a 4-year participatory program addressing the social position of YPCC. These projects addressed challenges associated with, for example, going to college with a physical disability, transitions in care and finding a job. Project coordinators filled out project reports with questions about PPI, that is, to what extent were YPCC involved, were they involved as co-deciders and were they involved in developing the project idea. YPCC filled out questionnaires with questions about PPI, that is, the number of PPI activities and self-perceived importance for the project. They also answered questions about the influence of the project on their social position. Based on these questions, a project outcome scale was developed. The data concerned 17 projects and 146 YPCC. Variation existed in project outcomes, of which 27% was associated with differences between projects. Using multilevel analyses, a significant relation was found between the self-perceived importance of YPCC for the project and the project outcomes they experience (0.232, p < 0.01). There was no significant association with the other PPI variables. This study provided some first quantitative evidence that PPI has a positive impact on the YPCC involved. It is suggested that the meaningfulness of PPI matters more to them than the number of activities and amount of influence provided to YPCC. We strongly recommend conducting more research that critically examines impact of PPI.

Evaluation of an educational concept for risk-oriented prevention in undergraduate dental education

BackgroundAim of this observational study with a three-month follow-up was to evaluate an educational concept for risk-oriented prevention applied by fifth-year undergraduate dental students.MethodsDental students from two clinical treatment courses of the last undergraduate year were included. The subjects were divided into two groups according to their assignment to the two clinical classes. Group A received a sequence of seminars, including the basics of a risk classification system (RCS) with the theoretical background and case studies in the context of preventive dentistry. Thereby, 1) a theoretical seminar (background, RCS, cases) and 2) the transfer of the RCS on a clinical patient case chosen by the student, and its presentation within a discussion round was applied. Group B served as a comparison group with students who did not receive any of teaching events in terms of RCS. The self-perceived knowledge and importance of RCS, as well as objective knowledge (qualitative questions), were assessed with a standardized questionnaire at baseline and after 3 months.ResultsOut of 90 students at baseline, 79 (group A: 39, group B: 40) were re-evaluated after 3 months. At this follow-up, Group A estimated their confidence in handling the medication (p = 0.02), the RCS (p < 0.01), and in identifying the risk of oral diseases (p = 0.02) higher than group B. Furthermore, group A felt it was more important to identify patients at risk (p = 0.02), the risk of complications (p = 0.02) and to apply an RCS (p = 0.03). At follow-up, group A exhibited more correct answers of qualitative questions than group B regarding risk of complications (p < 0.01) and bacteremia (p < 0.01). Group A felt more confident with at-risk patients and more competent concerning RCS than group B (p < 0.01).ConclusionThe concept for educating risk-oriented prevention increased the self-perceived skills and the knowledge of undergraduate dental students after 3 months within a clinical treatment course.

Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution.

To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also evaluated EBP satisfaction among students and EBP implementation barriers/facilitators among the faculty. In this cross-sectional study, a set of organized questionnaires to assess the importance of EBP and self-perceived skills, utilization, barriers, and facilitators for faculty members, and student satisfaction was administered to the students and faculty of a chiropractic institution in February-March 2016. Descriptive statistics were used to evaluate responses. A total of 417 (60.1%) students and 27 (60.0%) faculty members completed the survey. Faculty members' and students' EBP importance values were similar (8.4 and 8.3 out of 10, respectively), but faculty members self-reported their EBP skills (7.3/10) at a higher level than the student self-reported skill level (6.1/10). For utilization, students reported a higher utilization of EBP than that reported by the responding faculty members. Perceived student satisfaction on the quality and content of research-related experiences decreased from the first year to the third (final) year. This study found variance in the self-perceived EBP skills, utilization, barriers, and facilitators and that these skills are lagging at our doctor of chiropractic program, which does not have a structured EBP program. Faculty members and students identified the importance for EBP. Similar observations have been found at other chiropractic institutions prior to their implementation of a systematic EBP program. Those developing an EBP curriculum might use these findings to better design, implement, and assess a structured program.

A Study of Self-perception and Self-perceived Importance of Final Year UG Students Regarding Acquisition of Core Competencies in Ophthalmology

A Study of Self-perception and Self-perceived Importance of Final Year UG Students Regarding Acquisition of Core Competencies in Ophthalmology

Addressing the Needs of Lawyers in Legal English: A Comparative Study in Four European Union Countries

Abstract The paper reports on a survey into the linguistic needs of law professionals in four European countries, with the aim of identifying their views on the importance and their use of foreign language skills as well as their preferences for ELP course content. The data, obtained from a questionnaire survey of 536 legal professionals from Poland, the Czech Republic, Croatia and Germany, show that while the respondents agree on many of the major points, there are also some differences conditioned by the respondents’ age and the specific tasks they perform in the legal profession. The article argues that these variables have to be taken into consideration in the LSP context because they determine some of the specific needs that need to be addressed in Legal English instruction. It is suggested that the findings about the lawyers’ self-perceived importance and preferred styles of learning are highly relevant for LSP practitioners, particularly when designing Legal English programmes and testing materials.

A survey of knowledge, attitudes and behaviours regarding sexual wellbeing among Chinese women living in New Zealand – a pilot study

The aims of the study were to assess sexual wellbeing knowledge and attitudes among Chinese women living in New Zealand and to investigate the factors that prevented them from seeking support from sexual wellbeing services. Seventy-nine Chinese women from Hong Kong, China and Taiwan were recruited through community and personal networks to complete a self-report survey, which included questions on socio-demographics, self-rated adjustment, knowledge of sexual wellbeing, importance of understanding sexual wellbeing, cultural influences, structural influences, and willingness to seek information and assistance. The findings in this study suggested that younger Chinese women lacked sexual wellbeing knowledge and were less likely to seek support when compared to their older age group counterparts. Three out of the eight variables assessed were found to make a significant contribution in the willingness of Chinese women seeking support from sexual wellbeing services. These were knowledge of sexual wellbeing, self-perceived importance of gaining an understanding of sexual wellbeing issues and cultural influences. Our results suggest that despite the length of residency and self-rated adjustment in New Zealand, traditional Chinese values and beliefs continue to influence the perceptions of Chinese women regarding their sexual wellbeing. Interventions to improve sexual and reproductive wellbeing in this population, particularly younger Chinese women, should be tailored to the specific enabling and reinforcing factors that include cultural views, communications between Chinese women and health and social services providers, and access to healthcare information.

Hydration Status, Knowledge, And Perception In Division 1 Collegiate Baseball And Softball Players

Hydration status, knowledge, and perception are pertinent concerns for Division 1 collegiate athletes. Literature suggests many collegiate athletes are dehydrated. However, few studies have researched the effect of hydration knowledge and perception on hydration status in athletes. PURPOSE: The purpose of this study was to determine if hydration knowledge and perception has an effect on hydration status in Division 1 collegiate baseball and softball players. METHODS: Fifty-three Division 1 collegiate baseball (n=35 males) [20 (1) yrs., height 1.84 (0.56) m., body mass 89.2 (10.98) kg, and BMI 26.5 (2.9) kg/m2] and softball (n=18 females) [20 (1) yrs., height 1.65 (0.06) m., body mass 68.3 (9.68) kg, and BMI 25.0 (3.2) kg/m2] players participated in this study. Hydration knowledge and self-perceived importance of hydration were assessed via a survey upon arrival to the testing site. Participants provided a mid-stream urine sample in a sterile, clear container. Self-perceived hydration was assessed by a survey instrument utilizing the urine color (UC) and urine color scale. Hydration status was assessed utilizing urine specific gravity (USG) (two-point scale) and UC (eight-point scale). RESULTS: The majority (48.6%) of baseball and softball players (55.6%) considered hydration to be very important (e.g., 9 on a 10 point Likert scale). However, when asked how hydrated they felt prior to seeing their UC, 20% of the baseball players stated feeling slightly dehydrated and 22.2% of the softball players stated they felt neither de- nor hydrated. After looking at their urine, 31.4% of the baseball and 27.8% of the softball players stated feeling neither de- nor hydrated. After looking at the color scale to compare UC, 27.8% of the baseball and 31.4% of the softball players stated they felt slightly dehydrated. A correlation was found for baseball (p=.002) and softball (p=.002) players between USG and the perception of hydration after looking at the UC. A correlation was found for baseball (p=.000) and softball (p=.001) players between UC and the perception of hydration after looking at the UC. CONCLUSIONS: Final data showed that most participants know hydration is very important; however, hydration status (i.e., perception) is skewed resulting in a dehydrated state.

The Impact of Self-Reported Knowledge and Self-perceived Importance about Earth Systems on Science Gifted Students’ Science Motivation: An Exploratory Study

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.

The Perception of Reception: The Importance of Sir Thomas Roe at the Mughal Court of Jahangir

Sir Thomas Roe, sent as an official ambassador from King James I of England to the Mughal court of Jahangir in 1615, was a prolific writer during his time in the Mughal Empire. In Roe’s writings, he vividly portrays the importance he associated with his position as a royal ambassador, the stress he placed on his position at the Mughal court, and the self-perceived intimacy of his relationship with Jahangir. By examining Roe’s journal and letters, the contemporary autobiographical memoirs of Emperor Jahangir, and significant examples of contemporary Mughal painting, this article will investigate the reasons for Roe’s self-perceived importance to Jahangir, and Jahangir’s corresponding take on Roe and England. It will conclude that while Roe purposefully projected an image of self-importance at the Mughal court in his writings to enhance his status in England, his perceived reception by Jahangir was not the reality of the situation. Roe’s time at Jahangir’s court did not enhance the political status of England within the Mughal Empire; instead, his embassy served to increase the span of Jahangir’s visual imagery of power.

Family physicians’ self-perceived importance of providing genetic test information to patients: A cross-sectional study from Slovenia

BackgroundManagement of patients with genetic problems, including provision of genetic testing, is increasingly becoming a part of primary health care. The aim of this study was to determine the family physicians’ (FPs) self-perceived importance of providing genetic test information to their patients.Material/MethodsThis was an observational cross-sectional postal study in the whole population of Slovenian family physicians (N=950). Its main outcome measure was the perceived importance of providing genetic test information on each of 10 items on a 5-point Likert scale.ResultsThere were 271 (27.1% response rate) FPs that completed the questionnaire, out of which 205 (75.6%) were women. Mean age of the sample was 45.5±10.6 years. More than 90% of Slovene FPs felt that it was their professional duty to discuss genetic testing issues with their patients. They were particularly prone to discuss clinical implications of positive and negative test results, as well as giving the patients information about the risk of passing a mutation onto children.ConclusionsMost Slovene family physicians feel responsible and willing to offer and discuss genetic testing and implications with their patients. Additional education should be provided to empower them for this task.

Self-Assessment of Trauma Competencies among Army Family Nurse Practitioners

The objective of this descriptive study was to determine whether Army family nurse practitioners perceive themselves as competent in providing trauma care. Using an adaptation of trauma competency outcomes from various trauma courses, all Army family nurse practitioners were asked to evaluate self-perceived level of trauma competence and self-perceived importance of trauma skills. Results (n = 96) indicate a general agreement that all skills identified in the questionnaire were important in the management of a trauma patient. The respondents considered themselves trained/somewhat competent or higher in 50% of the skills identified. Mann-Whitney U analysis was used to compare various groups within the sample. Significant differences on self-perceived competency were noted with intensive care/emergency room, Advanced Trauma Life Support, and deployment experience. Trauma Nursing Core Course experience was not significant to self-perceived trauma competency. Findings support the need for additional trauma training, such as Advanced Trauma Life Support and hands-on trauma experience.

Factors associated with employment in epilepsy patients

Objective The aim of the study described here was to determine those variables associated with employment in patients followed at a level 4 epilepsy center. Method A survey was sent to patients seen at the University of Florida Health Science Center/Jacksonville Comprehensive Epilepsy Program. Results Two hundred sixty-two eligible subjects constituted the study population. By univariate analysis, variables that distinguished employed patients included: younger age, Caucasian race, higher education and household income, not receiving disability benefits, currently studying, fewer seizure medications, having no other medical conditions that interfere with work, previous work experience, perceived importance of work for personal and financial reasons, and decreased fears of workplace discrimination. By logistic regression, higher annual family income, perceived importance of work for personal reasons, and decreased fears of workplace discrimination were the only variables independently associated with employment. Conclusion Psychosocial factors such as a high self-perceived importance of work and decreased fears of workplace discrimination are significantly associated with employment in epilepsy patients.

A single session of reassurance can acutely improve the self-perception of impairment in patients with IBS

Objective The aim of this study was to determine the reported frequency and self-perceived importance of factors related to health care seeking by irritable bowel syndrome (IBS) patients and the effect of reassurance on these factors. Methods Fifty-five IBS patients, consulting for the first time, answered a questionnaire designed to evaluate these factors (FRQ), measurements of anxiety, depression, and quality of life (QoL). A thorough explanation of the disease and reassurance were given, and the FRQ was answered again. Results The frequency of factors was: pain/discomfort, 78%; cancer fear, 11%; daily function impairment, 33%; symptoms stressfulness, 60%; and none, 2%. Pain/discomfort and symptom stressfulness were considered the most important ones. Cancer fear and symptom stressfulness correlated with anxiety ( P=.003, .042), depression ( P=.038, .019), and daily function impairment with depression ( P=.05). Cancer fear, daily function impairment, and symptom stressfulness impacted on QoL. Reassurance acutely decreased the self-perception of daily function impairment ( P=.003), independent of the patient's educational level. Conclusions Reassurance during the first consultation for IBS decreased the self-perception of impairment in daily function.

Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence.

The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were Latino, and 21% were European American. Reflected appraisals of adults' beliefs concerning both the importance of and students' competence in math/science, as well as perceived support, predicted students' own self-perceived importance, competence, scholastic behavior, and performance in these courses. Latino students reported lower mean levels of perceived competence than did European American students (controlling for maternal education). Findings have important implications for understanding achievement socialization in ethnically diverse populations.