Family, Schools and Taiwanese Children's Outcomes

Autor/in	Hung, Chih-Lun
Titel	Family, Schools and Taiwanese Children's Outcomes
Quelle	In: Educational Research, 49 (2007) 2, S.115-125 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
Schlagwörter	Foreign Countries; Educational Change; Grade 6; Correlation; Parent Child Relationship; Social Status; Parent Aspiration; Parent Participation; Academic Achievement; Elementary School Students; Family Structure; Questionnaires; Achievement Tests; Educational Environment; Self Esteem; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sozialer Status; Elternwille; Elternmitwirkung; Schulleistung; Familienkonstellation; Familiensystem; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit
Abstract	Background: Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes. Purpose: The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments. Sample: For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years. Design and methods: In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes. Results: The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes. Conclusions: In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities. (Contains 3 tables and 1 figure.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10