| Summary: | 碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 102 === This study showed that students in senior grades may find the schoolwork learning more difficult and harder than students in primary grades in accordance with the teaching experience in workplace provided by researcher. Their way of learning changed from drills using real objects to drills using abstract images. Most of the learning achievement was easy to tell compared with students in other grades. What may affect the educational effect does not necessarily limit to those factors at school or in class. It is believed that those factors from the family cannot be neglected either. Such an idea also instigated the motivation of this study and somehow it resulted in an exploration on students in senior grades to analyze how family socioeconomic status may affect learning attitude and learning achievement.
This study aimed at exploring family factors and how they may affect learning attitude and learning achievement of students in the sixth grade who go to elementary school. After referring to some literature review proposed by experts, this study based on family dynamics factors such as parent involvement, parent-child interaction and learning attitude scale to form and outline a theory. This study was divided into 12 aspects. (Item of schoolwork guidance, communication support, parents-teacher communications, participation in school activities, trust and respect, emotional exchange, intimacy and sense of attachment, disclpine and communication, self-learning attitude, being prepared for course, and attitude of teaching, attitude of learning habits are all included.) This study also evolved into plenty of “family dynamics” questionnaire, “learning attitude” questionnaire as well as learning achievement survey. Researcher focused on 420 students in the sixth grade in Zhonghe and Yonghe District in New Taipei City to carry out a questionnaire survey.
This study carried out an analysis of reliability and validity by experts at first. It also gave a brief description about the basic data of student’s family. Next, researcher worked out Independent-Samples T Test, One Way ANOVA, and Pearson Product-Moment Correlation by applying questionnaire to this study. Last but not least, this study applied Multiple Regression Analysis to work on prediction analysis.
Researcher drew a conclusion listed in 8 points by means of statistical analysis result as follows.
I. It has been proved that there was a significant difference between male and female students in the sixth grade who go to elementary school in terms of learning attitude due to parent’s educational attainment as well as family socioeconomic status.
II. It has been proved that there was a significant difference between male and female students in the sixth grade who go to elementary school in terms of learning attitude due to the number of children, family structure, parent’s educational attainment as well as family socioeconomic status.
III. It has been proved that here was a significant difference between male and female students who go to elementary school in terms of family dynamics factor due to parent’s educational attainment as well as family socioeconomic status.
IV. It has been proved that parent involvement and parent-child interaction were two family dynamics factors that both reveal a significant positive correlation with learning attitude.
V. It has been proved that parent involvement and parent-child interaction were two family dynamics factors that both reveal a significant positive correlation with learning attitude.
VI. It has been proved that family dynamics factors concerning environment reveal a significant positive correlation with learning attitude and learning achievement.
VII. It has been proved that students in sixth grade may live in a family surrounding that may reveal a significant positive prediction towards learning attitude.
VIII. It has been proved that students in sixth grade may live in a family surrounding and learning attitude that may reveal a significant positive prediction towards learning achievement.
Keywords: Family Dynamics Factor, Parent Involvement, Parent-Child Interaction, Learning Attitude, Learning Achievement
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