The Relationships among Perceived Parenting Styles, Mathematics Self-Concept, and Mathematics Achievement of Junior High School Students in Central Taiwan

• Main Authors: Mei-Chu Chu, 朱美祝
• Other Authors: Hsin-Yi Kung
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/38707141560835094237

碩士 === 國立彰化師範大學 === 教育研究所 === 98 === The Relationships among Perceived Parenting Styles, Mathematics Self-Concept, and Mathematics Achievement of Junior High School Students in Central Taiwan Advisor：Hsin-Yi Kung, Ph.D. Author：Mei-Chu Chu Abstract The present study aims to explore the relationships among perceived parenting styles, mathematics self-concept and mathematics achievement of 936 junior high school students in central Taiwan. Questionnaire survey has been adopted as the research method and descriptive statistics, independent sample t-test, Chi-square test, one-way ANOVA, MANOVA, Pearson product-moment correlation and multiple regression analysis are applied to analyze the data. The findings of the study are: first, the perceived parenting behavior among students is largely the “demanding” behavior while the parenting styles are mainly “neglecting” and “authoritative.” Second, students hold a relatively negative view on their mathematics self-concept. Third, there is a significant association between the parenting styles and parents’ socioeconomic status. Fourth, in terms of the perceived parenting behavior among students, there are significant differences in grades and socioeconomic status. Fifth, there are significant differences in gender and socioeconomic status among students with respect to mathematics self-concept while there are significant differences in grades and socioeconomic status among students with respect to mathematics achievement. Sixth, there are significant differences in mathematics self-concept and mathematics achievement among students with respect to the perceived parenting styles. Seventh, there is a significant correlation between the perceived parenting styles and mathematics self-concept. Eighth, there is a significant correlation between the perceived parenting styles and mathematics academic achievement. Ninth, those students with more positive view on mathematics self-concept perform better in terms of mathematics academic achievement. Final, the socioeconomic status and the mathematics self-concept can positively predict the students’ mathematics achievement. Keywords: parenting style, mathematics self-concept, mathematics achievement