The relationships among parent-child educational expectation,junior high students academic achievement and psychosomatic symptoms.

• Main Authors: Chien Mei Ling, 簡美玲
• Other Authors: Chen Fu Mae
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/01819534384071799318

碩士 === 輔仁大學 === 生活應用科學系碩士班 === 93 === Based on the influence of parental socioeconomic backgrounds on children’s academic achievements, this study was designed to investigate whether parental educational expectations can generate the same profound influence on children’s academic achievements as that parental socioeconomic backgrounds can. Furthermore, this study was also to explore the relationship of parental educational expectations, children’s academic achievements, and children’s minds and bodies. The subjects of the study were ninth graders of junior high school and their mothers living in Taichung City and Taichung County. The study adopted questionnaire investigation - 561 questionnaires were sent out and 526 valid questionnaires were recovered. The results were summarized as follows : 1. There is no significant connection between children’s academic achievements and their minds and bodies. 2. Mothers’ educational expectations can generate the same profound influence on children’s academic achievements as that parental socioeconomic backgrounds can. 3. Mothers’ optimistic education expectations won’t promote children’s minds and bodies. 4. Parental appropriate expectations can encourage their children not to give up themselves. Finally, this research is to propose some suggestions: 1. Parents should express clear and optimistic expectation to their children and never give up those who have lower academic achievements. 2. Education decision makers should hold some family education workshops to teach parents and offer effective support to those children in lower socioeconomic statue. 3. Suggestions for the future following researcher; to estimate the content of educational belief of the using different methodology, and to take the point of view from the children’s conscious of the parent. To extent the internal period between the parent expectation and children’s achievement. 4. Select the psychosomatic as the estimation tool.