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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6604

Title: 彰化縣國中學生家長參與、學術自我概念與學習成就之關係研究
Other Titles: The relationships of junior high school students’ perceptions of parental involvement, academic self-concept, and learning achievement
Authors: 許瑜紋
Contributors: 吳璧如
許瑜紋
Keywords: 家長參與;學術自我概念;學習成就
parental involvement;academic self-concept;learning achievement
Date: 2006
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討彰化縣國中學生的家長參與、學術自我概念與學習成就的關係。本研究採問卷調查法;研究樣本為彰化縣國中823位學生;研究工具包括「家長參與量表」與「學術自我概念量表」;採描述統計、單因子多變量變異數分析、皮爾森積差相關、典型相關、階層多元迴歸等統計分析方法分析資料。

本研究獲得的結果如下:
一、彰化縣國中學生知覺家長最常表現建議行為,其次依序是增強行為、示範行為、教導與鼓勵行為。
二、彰化縣國中學生的語文學術自我概念較數理學術自我概念佳。
三、彰化縣國中學生之家長參與因性別、年級、家庭社經地位及居住地區而有顯著差異。
四、彰化縣國中學生之學術自我概念因性別、年級及家庭社經地位而有顯著差異。
五、彰化縣國中學生知覺家長參與程度愈高,其學習成就愈佳。
六、彰化縣國中生知覺家長參與程度愈高,其學術自我概念愈正向。
七、彰化縣國中學生的學術自我概念愈正向,其學習成就愈佳。
八、彰化縣國中學生的家長參與及學術自我概念對學習成就有預測作用。
The main purpose of this study was to investigate the relationships of parental involvement, academic self-concept, and learning achievement among junior high school students in Changhua County. A total of 823 students responded to a set of instruments, including the Parental Involvement Scale and the Academic Self-Concept Scale. The survey data were analyzed by descriptive statistics, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation, and hierarchical multiple regression.
The results indicated that students perceived high degree of parental suggestion and lower degree of parental instruction and encouragement among the four dimensions of parental involvement. Students had better verbal self-concept than math self-concept. There were significant differences in students’ perceptions of parent involvement and academic self-concept in relation to their background variables. Significant correlations were found between students’ perceptions of parental involvement and learning achievement, academic self-concept and learning achievement, and parental involvement and academic self-concept. Finally, students’ perceptions of parental involvement and academic self-concept could significantly predict learning achievement.
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