2001 10-3 Family Environment, Learning Involvement, Self-regulated Learning, and Achievement of Junior and Senior High Students
The main purpose of this study is to explore the impacts and relations among variables of background, family environment, learning involvement, and self-regulated learning of junior and senior students in Taiwan. Specifically, the purposes of the study are to examine the effect of different background variables on learning processes; to find the significant predictors of background and processes variables in students' achievement; to explore the influence of self-evaluation on learning processes and products.
The subjects of the study, totally 531 students, were drawn from 12 junior and senior high schools in Taiwan, including 218 boys and 313 girls. Moreover, 461 parents and 14 teachers of subjects were asked to answer questionnaires or inventories. The instruments used in the study included Family Environment Inventory (Student Edition) , Family Environment Inventory (Parent Edition) , Leaming Motivation Scale, Leaming Involvement Scale (Student Edition) , Leaming Involvement Scale (Parent Edition) , Self-regulated Inventory (Student Edition) , Self-regulated Inventory (Teacher Edition) , and Academic Achievement Questionnair.
Data got from subjects were analyzed by t-test, ANOVA, Multiple Regression, and so on. The main results found in the study are mentioned as following:
I .Students who were from higher SES family had showed better family environment than lower SES students. Parents from higher SES family also responded better family environment than lower SES parents.
2.The child-parent differences in learning involvement were significant in different school level, especially junior high schools.
3 .Subjects who got better family environment had better learning motivation, learning involvement and parents' evaluation on children’s learning involvement.
4.Students who had better family environment expressed that they better self-regulated learning, while students who had better learning motivation and learning involvement responded that they got better self-regulated learning.
5.0n the basis of multiple regression, variable of family environment was the most important predictor for learning motivation. Moreover, family environment and learning motivation were two significant variables for self-regulated learning.
6.School level, family environment (self-evaluation) , learning motivation learning involvement (evaluation of parents), learning involvement (self-evaluation) werem significant predictors for self-regulated learning. Finally, some suggestions for parents, teachers, students, schools and counselors were proposed according to the results.
Keywords
Family Environment, Learning Involvement, Learning Motivation, Self-regulated Learning
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