【論文摘要】高中生的教師期望、父母期望、自我期望與學業成就的關係

【論文摘要】THE RELATIONSHIP AMONG TEACHER-EXPECTATIONS, PARENT-EXPECTATIONS, SELF-EXPECTATIONS, AND ACADEMIC-ACHIEVEMENT OF SENIOR HIGH SCHOOL STUDENTS

張世平(Shih-Ping Chang)

《國立臺灣師範大學教育研究所集刊》 26輯 (1984/06) Pp. a115-122

https://doi.org/10.6910/BGIENTNU.198406_(26).0015

並列摘要

1. Aims of the Research: (1) To analyze the relations among self-expecations, teacher-expectations, and parent-expectations of the senior high school students. (2). To analyze the relations among self-expectations, parent-expectations, teacher-expectations and academic-achievements of the senior high school students. (3) To investigate the degree of agreement among teacher-expectations, parent-expectations, and self-expectations of the senior high school students; and the relation between the degree of agreement and academic-achievement of the senior high school students. 2. Research Subjects: There were a total of 752 twelfth graders, 376 for each sex, from 5 selected public senior high school in Taipei. 3. Research procedures: A questionnaire developed by the author was employed to investigate the expectations of students, teachers and parents for the students' academic achievement. Also, standardized-tests in Chinese, English and Mathematics, edited by the Ministry of Education, R.O.C., were employed. The data were analyzed with such statistics as Pearson correlation, multiple stepwise regression, one-way ANOVA, T-test, Z-test, and Chi-square. 4. Major Findings of the Research: (1) The relations among self-expectations, teacher-expectations and parent-expectations were closely related; while the relation between teacher-expectations and self-expectations was the most highly related. (2) Generally, senior high school students' self-expectations, teacher-expectations and parent-expectations were consistent. The ratio of consistency to inconsistency was correlated with students' sex and their majors-social science and natural science. (3) The relation of senior high school students' academic-achievement to their self-expectations, teacher-expectations and parent-expectations was very high. Academic-achievement and self-expectations were the most highly correlated; academic-achievement and teacher-expectations were the second. Besides, the relationships were different according to the sex or majors of students. Mother-expectations were found to be the most important influence on student academic-achievement. (4) On the whole, senior high school students' academic-achievement had no connection with the consistency of self-expectations and other people's expectations. The ratio of consistency between self-expectations and other people's expectations had no connection with student academic-achievement. 5. Implications of Research Findings: (1) Expectations of parents and teachers should be consistent with students' abilities in order to help them make the best academic-achievement. (2) In senior high schools parents and teachers should keep close contact and both should give their students the same appropriate expectations. Thus, academic-achievement. (3) Parents and teachers should have a clear self-awareness when expectations were properly communicated to students; parents and teachers should avoid communicating to students. improper expectations due to students' sex and majors of study.