| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 95 === Abstract
According to the theories of child-rear-belief and educational expectations, the main purpose of this study is to investigate the impact of the socioeconomic status, parent participation in education, education facilities and educational expectations on child-rear-belief and achievement motivation of the immigrant children in Keelung .
We use the questionnaire investigations in this study. Our study samples include 286 immigrant bride’ children and 286 native students in respectively, from the fourth grade and sixth grade of Keelong Municipal Elementary School. By using the descriptive statistics, t-test independent samples, multivariate linear regression, Pearson Product-Moment correlation, Structural Equation Modeling to analyze. According to the results of questionnaire investigations, we find the conclusions as follows.
1. The family environment, parents’ child-rearing-belief and achievement motivation in immigrant bride’ and native children are both good.
2. The family environment, parents’ child-rearing-belief and achievement motivation of immigrant bride’ children are significant lower than native children.
3. The immigrant children who have higher degree of parents’ participation, higher degree of parents’ educational expectations and better education facilities have higher degree of child-rearing-belief.
4. The better education facilities of native children, the higher child-rearing-
belief they have.
5. The more higher degree of parents’ participation and each thorough number of proofing number of immigrant bride’ children, the better achievement motivation they have.
6. The better the family’s the socioeconomic status and education facilities of native children, the better achievement motivation they have.
7. The correlation of child-rearing-belief and achievement motivation of the immigrant bride’ children and native children are highly significant in respectively. In other words, the higher parents’ child-rearing-belief, the higher achievement motivation of children.
8. SEM shows that socio-economic status, parent participation in education, education facilities and educational expectations have a great influence upon the child-rearing-belief and achievement motivation.
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