A Study of the Relationships between Parental Socioeconomic Background, Child-Rear Belief and English Learning Achievement of Junior High School Students

• Main Author: 蕭怡文
• Other Authors: 許家驊
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/83600667235971919715

碩士 === 國立嘉義大學 === 教育學系研究所 === 102 === The main purpose of this study was to investigate the relationships between parental socioeconomic background, child-rear belief and English learning achievement of junior high school students in Changhua. 895 participants in the eighth grade of junior high school in Changhua completed the Parental Child-Rear Belief Test. The data was analyzed with descriptive statistcs, t-test, one-factor ANOVA, and multiple stepwise regression. The findings of this study were summarized as the following: 1. Bimodal distribution occurs in English learning achievement of junior high school students in Changhua. 2. The parental socioeconomic backgrounds of junior high school students in Changhua mostly were middle socioeconomic background. 3. Parental child-rear belief in Changhua was at the moderate level. 4. Significant differences in English learning achievement of junior high school students in Changhua were found among students’ gender, parental socioeconomic background, and also cram school learning in English. 5. There were no significant differences in parental child-rear belief in students’ gender; however, there were significant differences in parental child-rear belief in parental socioeconomic background. 6. There were correlations between parental child-rear belief and English learning achievement of junior high school students in Changhua. 7. Parental child-rear belief could effectively predict English learning achievement of junior high school students in Changhua. Based on the conclusions above, this study comes up with tangible suggestions respectively so as to provide practical utilization regarding education and counseling and references for further research as well.