A Study on the Influence of Family Educational Resources, Educational Expectations on Elementary School Students' Language Performance: The Example of the Green Boat Branch of Paulownia Tree Elementary School

Keywords

Elementary School Students
Family Educational Resources
Educational Expectations
Elementary School Students' Language Achievement

Abstract

Students' academic performance is influenced by many factors, including personal,
family, school and social factors. As the earliest and most important place for children,
family is the first environment for children to grow up, and it plays a very important
role in the formation of students' unique personality and good study habits. Therefore,
the influence of family educational resources and educational expectations on
students' academic performance has been of great concern. In this study, we selected
a certain number of elementary school students from the Green Boat Branch of
Sootong Tree Primary School as the research site, and we conducted a research on the
influence of family educational resources and educational expectations on the
language achievement of elementary school students.
This study investigates the influence of family factors on elementary school
students' language achievement, from the two dimensions of family educational
resources and educational expectations, to investigate the influence of family
educational resources and educational expectations on elementary school students'
language learning achievement, mainly studying the following questions: (1) whether
family educational resources have a significant positive influence on elementary school
students' language achievement; (2) whether parents' educational expectations have a
significant (2) whether parents' educational expectations have a significant effect on
primary school students' language achievement; (3) whether parents' education level has a significant positive effect on elementary school students' language achievement.
Based on the CFPS 2018 survey data, this study firstly describes the basic information
of family educational resources, educational expectation, and elementary school
students' language achievement, and then conducts a brief descriptive statistics on the
related core variables, and uses column correlation analysis to analyze the correlation
among the three, and tests whether there is any correlation among them. Secondly,
an ordered multicategorical logistic regression model was used to analyze whether the
effects of family educational resources and educational expectations on elementary
school students' language achievement were significant, and whether the effects of
parents' education level on elementary school students' language achievement were
significant. The research method was a combination of questionnaire survey and
literature analysis. The results of the survey were combined with literature research to
construct the theoretical framework of this study, and then the large-scale data were
processed by correlation analysis and regression analysis.
According to the results of the study, we found that: (1) Family educational
resources had a significant positive effect on elementary school language achievement,
i.e., there was a significant positive correlation between the amount of extracurricular
books purchased, participation in extracurricular excursions, etc. and elementary
school language achievement. (2) There was a significant correlation between primary
school students' language achievement and their parents' education level, i.e., the
better the students' language achievement was if their parents' education level was
bachelor's degree or above. (3) Educational expectations had a significant effect on the
language achievement of primary school students, i.e., the higher the parents'
education, the higher their expectations of their children, the more relaxed and happy
the family atmosphere, and the higher the parents' involvement, the higher the
language achievement of elementary school students.
Based on the findings of this paper, the following recommendations are given: (1)
parents should have a correct concept of family education, pay attention to the
responsibility of family education, participate more actively in their children's
education, strengthen the degree of concern for their children, and strengthen
communication with their children; (2) schools should strengthen communication with parents, help parents to improve their understanding of family education, and
complement the advantages of family education and school education, At the same
time, they should improve the teaching environment and teaching quality, and increase
the investment in teaching resources, so as to improve students' learning performance;
(3) the government should play a macro-control role, formulate relevant policies and
regulations to help narrow the gap between the quality of education, and promote
the development of educational equity.

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