Golem and enhancement: Parental cognitions and their children's scholasticachievement behavior patterns in physics

In a study with 311 male and female students and their parents, an investig ation was made to determine if parental cognitions have any influence on sc holastic performances of their children with respect to the subject of phys ics. Prior to the start of the initial physics courses, control variables ( based on the Eccles model) of the students and the parents were measured. O ne could already prove at this measurement point in time that gender-relate d differences in the attitudes and interests of the students and in the par ental cognitions. Parental cognitions affected the scholastic performances in the first half-year of physics instruction through domain-specific self- concept mediation. The scholastic performances of the boys profited from th e traditional positive view of their parents that physics is a subject for boys (Enhancement-effect), while the girls were hindered by these attitudes (Golem-effect).