| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 92 === ABSTRACT
The study was to discuss the relationship of parents’ socioeconomic status, parents’ expectation, parental involvement, and students’ English achievement. The study has eight purposes: (1) to understand the present situation of parents’ socioeconomic status, parents’ expectation, parents’ involvement, and students’ English achievement; (2) to find out whether there is a difference between parents’ socioeconomic status and junior high students’ English achievement; (3) to find out whether there is a difference between parents’ expectation and junior high students’ English achievement; (4) to find out whether there is a difference between parents’ involvement and junior high students’ English achievement; (5) to find out whether there is a correlation between parents’ socioeconomic status and junior high students’ English achievement; (6) to find out whether there is a correlation between parents’ expectation and junior high students’ English achievement; (7) to find out whether there is a correlation between parents’ involvement and junior high students’ English achievement; and (8) to find out whether parents’ socioeconomic status, parents’ expectation, and parents’ involvement can predict students’ English achievement.
The study adopted literature review and questionnaire investigation. Literature review was to explore the theory and the related research about this study. Questionnaire investigation was to get true numbers, and the tool was the questionnaire the researcher made. The subjects of the study were eighth graders in Hsinhua Junior High School. The valid questionnaires were 558. The data analyses adopted One Way ANOVA, Pearson Correlations, and Multiple Regression Analysis. The findings of this study were as follows.
1. Most parents belonged to low SES, but most parents had high expectation to their children. However, parents did not involve in their children’s learning often.
2. There was a significant difference between parents’ socioeconomic status and students’ English achievement.
3. There was a significant difference between parents’ expectation and students’ English achievement.
4. There was a significant difference between parents’ involvement and students’ English achievement.
5. There was a positive correlation between parents’ socioeconomic status and students’ English achievement.
6. There was a positive correlation between parents’ expectation and students’ English achievement.
7. There was a positive correlation between parents’ involvement and students’ English achievement.
8. Parents’ socioeconomic status, parents’ expectation, and parents’ involvement can predict junior high school students’ English achievement.
Finally, the researcher suggested parents should have adequate expectation to their children, and parents should care about their children more. Though parents might not teach their children, when parents had higher expectation, their children’s English achievement would become better.
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