| Summary: | 碩士 === 國立中正大學 === 外國文學所 === 96 === This study aimed to explore the relations among familial factors and elementary school students’ English achievement. Familial factors include family’s socioeconomic status (SES), parenting style, parental involvement. The English achievement was judged by students’ English grades at school. The subjects were 364 fifth graders in an elementary school in Chiayi City. Data were collected from questionnaires. The results of family’s SES and the subjects’ attitudes toward parenting style and parental involvement were compared to English achievement and were analyzed qualitatively.
The results showed that SES, parenting style and parental involvement were related to English achievement. SES was related to English achievement. The English achievement of the subjects in high SES and middle SES families had significant differences with that of the subjects who were from low SES ones. The results also showed the English achievement of the subjects with neglectful parents had significant differences with the English achievement of the other groups. Moreover, the English achievement of the subjects with low parental involvement had significant differences with the English achievement of those with intermediate and high parental involvement.
On the relations among SES, parenting style, parental involvement and English achievement, the results exhibits that the subjects in low SES with neglectful parents had significant differences with those from high SES with authoritative, authoritarian, permissive parents, and from middle SES with authoritative and permissive parents in English achievement. Moreover, the English achievement of the subjects in low SES with low parental involvement had significant differences with those in high SES with high, intermediate, and low parental involvement, in middle SES with high and intermediate parental involvement, and in low SES with high parental involvement in English achievement.
Owing to the importance of familiar factors on English achievement, it is further suggested that parents not to adopt neglectful parenting style and participate in their children’s learning. From the results of the study, it is shown that even though the students are in low SES families, with the participations of parents, the students still have opportunities to succeed in English achievement. Further research can increase the numbers of subject, adopt different English achievement measurement and investigate on other familial factors.
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