| 其他摘要 | How to improve children’s achievement is not only a basic question in the field of Developmental and Educational Psychology, but also the hot spots of the whole society. It is important to find the factors to predict school achievement in order to effectively intervene in children’s study and establish educational guideline. Many researches have been trying to find the predicting factors of school achievement. However, there are three limits in these studies: 1) they didn’t take individual and environmental factors as a whole to predict school achievement. Instead, these studies normally consider individual or environmental predicting factors separately. In that case, they may get the exaggerated results; 2) the traditional researches mainly use regression analysis as their technique methods, which can not exclude measuring errors and the reciprocity among the predicting factors; 3) present study didn’t discuss the development of the model of predicting school achievement from individual and environmental factors, so it is hard to answer how the model changes across children from low grade to high one. This research insists on the point that individual and environment are reciprocal and adaptive, and considers that the relationship between individual and environmental factors changes along with the time. On the base of present studying problems and our theoretical frame, we chose primary school children from low grade to high grade as our subjects. With the application of SPSS and Structural Equation Modeling analysis, we combined individual and environmental factors (family factors and school factors), in order to analyze and discuss the effect of individual and environmental factors to school achievement and how the relationship of these factors change as time goes by. The main findings are: 1) individual factors, especially intelligence, are main factors to predict school achievement, while environmental factors are minor factors; 2) when consider individual or environmental factors separately, achievement motivation can predict middle grade children’s school achievement and parent involvement can predict low grade children’s school achievement. However, when consider both individual and environment factors, these factors are not significant any more. Among environment factors, only parent education can predict middle grade children’s school achievement; 3) in the group of low grade children, gender is significantly related to Chinese achievement. From middle grade, gender becomes a steady factor to predict children’s Chinese achievement. However, gender has no effect on Math achievement. In conclusion, results in the current study suggest: 1) as individual factors are the main factors to predict school achievement, it seems more effective for parents to improve their children’s intelligence and their own education in order to raise their children’s school achievement; 2） it is not comprehensive and accurate to isolate the combine effect of individual and environment factors to school achievement; 3) from low grade, children begin to internalize social viewpoint of gender, and this trend becomes strengthen and strengthen. However, this trend shows difference between subjects. |
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