– Teachers’ expectancy for children’s success in science did not significantly predict students’ fifth grade science achievement.
– Parents’ expectancy did predict students’ fifth grade science achievement.
– Children’s science self-efficacy significantly influenced science achievement scores. This was a weaker influence than the direct effect of parents’ expectancy of children’s success in science.
– None of the dependent variables showed significant difference between genders.
– The influence of parent expectancy on child self-efficacy for science and science achievement is equally strong for both boys and girls.