The Relationships among the Eighth Graders’ Perceptions of Parental Involvement, Science Self-concept, and Science Achievement – The Case of Taiwan in TIMSS 2011

• Main Authors: Li,Yi-Ying, 李宜穎
• Other Authors: Kung, Hsin-Yi
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/b2ftek

碩士 === 國立彰化師範大學 === 教育研究所 === 104 === The purpose of this study was to explore the relationships among eighth graders’ perceptions of parental involvement, science self-concept, and Science Achievement in Taiwan. The participants were 4,822 Taiwanese eighth graders of Trends in Mathematics and Science Study 2011 (TIMSS 2011). The major findings were summarized as follows: first, the perceptions of parental involvement of the 8th graders were medium level. The science self-concept of the 8th graders was below average level. The science achievement of the 8th graders was excellent level. Second, there were significant differences in students’ perceptions of parental involvement in terms of genders, and urban-rural gap. Third, there were significant differences in students’ science self-concept in terms of genders, and urban-rural gap. Fourth, there were significant differences in students’ science achievement in terms of genders, and urban-rural gap. Fifth, there were positive correlations among the eighth graders’ perceptions of parental involvement, science self-concept and science achievement. Final, the 8th graders’ perceptions of parental involvement and science self-concept can significantly predict students’ science achievement, and cultural capital was the strongest predictor. Based on the findings, the suggestions were provided to parents, science teachers, and future researchers.