A Study on Parent Involvement Beliefs and Behavior at the Compulsory Schooling Stage in Kaohsiung

• Main Authors: Tseng, Hui-Ying, 曾惠英
• Other Authors: 張炳煌
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/wmj2cz

碩士 === 國立高雄師範大學 === 教育學系 === 97 === Parent involvement is a crucial issue in educational discussion in recent years. The purpose of this study was to investigate and explore the relationship between the parent involvement beliefs and behavior at the compulsory schooling stage. Employing parent involvement beliefs as mediated variables, this study aimed to analyze how background variables affecting parent involvement behavior. To achieve this goal, the researcher adopted the questionnaire survey as primary method. The researcher utilized “the parent involvement beliefs scale” and “the parent involvement behavior scale”. While questionnaires were distributed to parents from primary or secondary schools in Kaohsiung, 1160 effective replies were received. The strategies of data analysis used in this study included typical statistical methods, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression method etc. The main findings of this study are as following: 1. Parent involvement beliefs at compulsory schooling stage are above general degrees. 2. Parent involvement behavior at compulsory schooling stage is in the middle degrees. 3. The parent involvement behavior is different from fathers’ to mothers’. 4. The parents in the lower-socioeconomic status are relatively passive with parent involvement beliefs and behavior. 5. The lower the children’s educated grade is, the better the parent involvement beliefs and behavior are. 6. Parents in suburbs or urban area schools have better parent involvement beliefs and behavior. 7. Parents in small-scale schools have better school supporting consciousness. 8. The relationship between parent involvement beliefs and behavior is significant positive. 9. The parents' background variables can predict parent involvement behavior through the intermediary mechanism of parent involvement beliefs. According to the research outcomes, the researcher provides suggestions to educational authorities, schools, parents, as well as future relative researches.