A Study on the Relationships Among The Family Background,Learning Motivation,Expectation

• Main Author: 唐建雄
• Other Authors: 黃德祥
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/89727896437000991670

碩士 === 國立彰化師範大學 === 教育研究所 === 93 === Abstract This study aims to exploring the relationships among family background, learning motivation, future expectation and academic performance of vocational high school students. It exams differences between learning motives, future expectation and academic performance in family background of vocational high students . The subjects of this study are 498 students in vocational high schools at Changhua County, who are from 5 learning fields with 13 different majors. “Scales of The Measurement of Parents’ Educational Attitude”,” The Measurement of Learning Motives” and” The Measurement of Future Expectation”are used to collect the data.They are analyzed by descriptive statistics, one-way MANOVA, Peaeson’s product-moment correlation, and hierarchical regression analysis. The major findings of this study are as follows： 1. In learning motives, there is no significant difference between students of both sexs. But in educational expectation and academic performance, the female are better than the male. 2. In learning motives and emotional response/working values, there are obvious differences caused by different birth orders . Those who are the oldest child in the family get the highest grades. There are also some significant differences in future expectation and academic performance. Those who are the oldest child in the family perform the best in future expectation and the middle one in academic performance. 3. In learning motives and academic performance, those who major in different courses have significant differences on the whole；in self-identification and vocational expectation of future expectation they are also quite different. 4. In learning motives and academic performance, students who have different social and economic statuses are not significant different, whereas in vocational expectation of future expectation. Those who have higher social status score get higher than those from the lower one. 5. In learning motives, future expectation and academic performance, different educational attitudes from the parents mark a lot of divergence. 6. Aspects of the learning motives are more related to each orther, which are success expectation, inner motives, outer motives, working values, learning faith and self evaluation. 7. Parents’ educational attitudes have a significant predictor effecting on students’ future expectation. 8. Gender, parents’ educational attitudes, success expectation, inner motives, outer motives and emotional response/self-evaluation have an predictive influence on future expectation of vocational high school students. 9. Gender and success expectation can be used as an effective indicator of academic performance . Based on these research results, this study offers related suggestions to parents, teachers and school authorities and successive researchers. Keywords：Vocational high school students, Family background, Learning motivation, Academic performance, Future expectation