The Study on the Relationships of the Parental Social Capital, Elementary SchoolStudents Academic Achievement and School Adjustment in Tainan County

• Main Authors: Kuo-min Jou, 周國民
• Other Authors: Ya-Hsuan Wang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/05790622874148870567

碩士 === 國立中正大學 === 教育研究所 === 95 === The purpose of this study is to explore the relationships among the parental social capital, elementary school students’ academic achievement and school adjustment in Tainan County. The theory of the social capital is extensively applied and highly emphasized in educational sociology. However, the discussion of the Social Capital Measurement Index attaches more importance on inside than outside of the familial fields. Therefore, this study first tries to build up the social capital scale for parents mainly. Second, this study also confers the relationship of the elementary students’ achievement and school adjustment. Third, the study manifests whether the social capital features the transferability and transformability. Participants include 933 sixth-grade students from 34 elementary schools in Tainan County based on the method of stratified random sampling. Within 825 validated questionnaires are collected and the effective response rate is 88.42%. The study is designed by quantitative reserch. First, the descriptives statistics is used to analye the distribution of smapling. The data then are analyzed by using t-test, one-way ANOVA analysis of variance to test the difference of the background variable among the parental social capital, elementary school students’ academic achievement and school adjustment. Third, the data use Pearson’s production-moment correlation to get the relationships in parental cocial capital to elementary school students’ academic achievement and school adjustment respectively. At last, the data is analyzed by multiple stepwise regressions to control background variable to test the explanation among elementary school students’ academic achievement and school adjustment respectively. The results are as follows: 1. The family educational expectation has the most importance in parental social capital while the parental school participation has the least in Tainan County . 2. The higher socio-economical status the parents place, the more social capital the parents have; the students’ achievement and school adjustment have the positive impacts as well. 3. There is no significant difference in parental social capital among gender, familial structure, number of the children and habitation. 4. The entire parental social capital explains students’ academic achievement; parental social capital is transformable to students’ academic achievement; parental educational degree is related to students’ academic achievement. 5. The entire parental social capital explains students’ school adjustment; the higher parental social capital is, the better social relationship and adjustment the students have at school; social capital and transferability are related. 6. The entire capital social capital in students’ adjustment has more powerful explanation than in students’ academic achievement. 7. Parental educational degree has high explanation as well as social capital in “familial social expectation” and “school learning norms” toward students’ academic achievement and school adjustment.