The Relationship Among Family Educational Environment, Parental Efficacy And Preschoolers' Passion in Learning English

• Main Authors: Hsieh, Hao Wei, 謝皓薇
• Other Authors: Yeh, Yu Chu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/70497221350064973651

碩士 === 國立政治大學 === 教育研究所 === 101 === Abstract The main purpose of this study was to explore the relationships among preschoolers’ family educational environment, parental efficacy and passion in learning English. The participants in this study were 515 preschoolers’ parents in Taiwan. Among the participants, 127 were males and 388 were females. Moreover, the employed instruments included the Inventory of Preschoolers’ Family Educational Environment in Learning English, the Inventory of Preschoolers’ Parental efficacy in Learning English, the Inventory of Preschoolers’ Passion in Learning English. The collected data was analyzed by one-way MANOVAs and Structional Equation Modeling (SEM). The main findings of this study were as follows: 1.The preschoolers’ family educational environment and parental efficacy had direct effects on their harmonious and obsessive passion; moreover, the interaction of preschoolers ’ parental efficacy and family educational environment had direct effects on their obsessive passion via parental efficacy, the interaction of preschoolers’ family educational environment and parental efficacy had direct effects on their harmonious passion via family educational environment, and preschoolers’ obsessive passion had indirect effects on their harmonious passion. 2. The preschoolers had an above-average level of family educational environment, parental efficacy and passion in learning English. 3. Preschoolers who were accompanied by both parents when learning English had stronger passion than those who were only accompanied by father or mother. 4. Preschoolers in the No Chinese classes had stronger passion in learning English than those who were in bilingual classes. 5. The educational backgrounds of parents were not related to preschoolers’ family educational environment, parental efficacy, and passion in learning English.