The Relationships among Epistemological Beliefs, Parents' Expectation and Academic Achievement of Junior High School Students

• Main Authors: Lu, Hung-Line, 呂虹霖
• Other Authors: Huang, De-Xiang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/42703005215652394591

碩士 === 國立彰化師範大學 === 教育研究所 === 92 === The main purposes of this study were to explore the relationships among epistemological beliefs, parents’ expectation and academic achievement of junior high school students. First, it examined the differences of epistemological beliefs between the students and their parents in different background variables. Moreover, this study investigated the relationships among students’ epistemological beliefs, parents’ expectation and academic achievement, then explored the correlation between students’ and their parents’ epistemological beliefs. Finally, it tested the structural equation model(SEM) of students’ epistemological beliefs, parents’ expectation and academic achievement analyzed by AMOS. The subjects were 1,071 pairs of junior high school students and their parents in 11 counties of Taiwan. They completed the Life Experiences Scales, including epistemological beliefs scale and parents’ expectation scale. The statistical methods used to analyze the data were descriptive statistics, t-test, One-way ANOVA, Pearson’s Product-moment Correlation, Stepwise Regression, and Structural Equation Modeling. The findings of this study were summarized as follows: 1.There were significant positive correlations between junior high school students’ and their parents’ epistemological beliefs. 2.Junior high school girl students’ epistemological beliefs were generally more sophisticated than boy students. However, junior high school boy students perceived that their parents had higher expectations from their future social achievement than girl students. Besides, the higher students’ educational level was, the lower their parents’ expectation was. 3.The more sophisticated students’ epistemological beliefs were, the better their performance of academic achievement were. Among the factors of epistemological beliefs, ‘the authority of knowledge’ and ‘the speed of learning’ could significantly predict academic achievement of Chinese, English and Mathematics. 4.There were significant negative correlations between parents’ epistemological beliefs and expectation. 5.Junior high school students perceived that their parents had high expectation from their academic achievement at school, getting the highest educational degrees, and social achievement in the future. 6.There were significant positive correlations between parents’ expectation, students perceived parents’ expectation and academic achievement. Among the factors of expectation, ‘the performance of academic achievements at school’ and ‘the highest educational degrees in the future’ could significantly predict academic achievement of Chinese, English and Mathematics. 7.The theoretical model constructed in the study could explain the relationships among main variables tested by AMOS. Finally, some suggestions for students themselves, parents, teachers, schools, and future research were proposed according to the results.