| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 95 === The main purposes of this study were to explore the correlations and prediction among parents’ expectation, self-expectation and learning achievement in junior high school.
The study first examined the differences of parents’ expectation, self-expectation and learning achievement in different background variables. Moreover, this study investigated the correlations among parents’ expectation, self-expectation and learning achievement; then explored the prediction of parents’ expectation, self-expectation and learning achievement from each other. Finally, this study explored the influence of time factor on parents’ expectation, self-expectation and learning achievement to understand the predicting power of parents’ expectation, self-expectation and learning achievement across seventh grade and ninth grade. This study has three distinct features:
1. This study was a secondary analysis of TEPS which is data set formed in a more rigorous sample design and sample procedure.
2. This study was a panel study with big sample, which is rare in Taiwan. The sample of the seventh grade and the ninth grade were up to 20,004 and 18,903, respectively.
3. The parents’ expectation of this study was from parents’ own perception, which is a better reflection on their own children than children’s perception on parents’ expectation.
This study did statistical analysis of Taiwan Education Panel Survey (TEPS). It investigated parents’ expectation, self-expectation and learning achievement of students in the seventh grade and the ninth grade in TEPS. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-moment Correlation, and Regression.
The study found the higher the parents’ expectation and self-expectation, the higher the learning achievement. Other findings of this study were summarized as follows:
1. There was no significant difference in parents’ expectation between students’ gender in the seventh grade. However, the difference was noted in parents’ expectation in the ninth grade. The scores of parents’ expectation in the female were higher than the male.
2. There was a significant difference in self-expectation and learning achievement between students’ gender in the seventh and the ninth grade. The scores of self-expectation and learning achievement in the female were higher than the male.
3. The prediction of parents’ expectation to learning achievement was stronger than that of self-expectation to learning achievement in the same or different period.
4. The prediction of learning achievement in the seventh grade to parents’ expectation in the ninth grade was stronger than that of learning achievement in the seventh grade to self-expectation in the ninth grade.
5. The prediction of parents’ expectation in the seventh grade to parents’ expectation in the ninth grade was stronger than that of self-expectation in the seventh grade to parents’ expectation in the ninth grade. The prediction of self-expectation in the seventh grade to self-expectation in the ninth grade was stronger than that of parents’ expectation in the seventh grade to self-expectation in the ninth grade.
In the end, researcher has reflected on the findings; conclusion, and future researcher direction were also suggested
|
|---|
