| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 100 === A Study on the Relationships among Family Social-economic Status, Parenting Style and Junior High School Students’
English Academic Achievement
Abstract
The main purpose of this study was to investigate the relationships among family social-economic status, parenting style and junior high school students’ English academic achievement. 460 participants in the third grade of public junior high school completed the family social-economic status, parenting style and junior high school students’ English academic achievement Test. The data was analyzed with descriptive statistics, t-test, one-factor ANOVA, two-factor ANOVA , one-factor MANOVA , and multiple stepwise regression. The results were summarized as the following
1. Male and female junior high students had significant differences on the authoritarian and the
tolerance of fathers’ parenting style.
2. Male and female junior high students had significant differences on the authoritarian and the
tolerance of fathers’ parenting style.
3. Junior high students among different groups of family social-economic status had no
significant differences on perceiving parents’ parenting style.
4. Female students’ English academic achievement was significant higher than male students’.
5. The influence of family social-economic status on junior high school students’ English
academic achievement was significant.
6. The influence of perceiving parents’ parenting style on junior high school students’ English
academic achievement was not significant.
7. Family social-economic status and perceiving parents’ parenting style can positively predict
junior high school students’ English academic achievement .
8. The Democratic parenting style can’t positively predict junior high school students’ English
academic achievement .
9. The neglecting hostility of fathers’ parenting style and the indulgence of mothers’ parenting
style can negatively predict junior high school students’ English academic achievement .
10. The influence of parents’ education on junior high school students’ English academic
achievement was significant.
Suggestions for parental education, teaching, educational guidance and further studies were proposed based on this study finding.
Keywords: English academic achievement, family social-economic status,
parenting style
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