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|Other Titles: ||The relationships of junior high school students’ perceptions of parental involvement, academic self-concept, and learning achievement|
parental involvement;academic self-concept;learning achievement
|Issue Date: ||2010-12-03
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.
|Appears in Collections:||[教育研究所] 博碩士論文|
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