英文摘要 |
The academic performance of junior high school students with low socioeconomic status has been ignored. This study examined the relationship between parental educational expectations and English learning achievement on low social-economic-status (SES) family through analyzing the seventh graders' data from the Chang's (2013) junior high school students' study database. It identified four mediator variables, that is, English learning motivation, academic self-efficacy, parental involvement, and the interaction of teacher-students that were likely to correlate with English learning achievement of seventh graders. There were 247 samples in the study, and it employed the Structural Equation Modeling (SEM) to analyze. The parental education expectations were found to have significant positively effects on four mediator variables. English learning motivation impacted on English learning achievement, and the other mediator variables were not significant. Parental education expectations were found to have the beneficial effect on English learning achievement. The result also found that English learning motivation mediated the relationship between parental education expectations and achievement, however, academic self-efficacy, parental involvement, and the interaction of teacher-students were not. |