The Factors Influencing the English Academic Achievement of Junior High School Students Whose Mothers Are Immigrants in Kee-Lung
This study investigated the influence factors of the English academic achievement of junior high school students whose mothers were from South-East Asia and China based on family cultural capital theory, social stratification theory, and learning motivation theory. The data used in this study were obtained from 194 participants in the survey study of 7th graders’ learning conducted in Keelung City. Multiple regression was performed for data analysis. The results revealed that the students’ family socioeconomic status was a significant factor, and the female students reached a significantly higher achievement in English than their male counterparts did. The English achievement of the students whose mothers were from China and those whose mothers were from South-East Asia did not show significant difference. Moreover, the students’ English learning motivation and Chinese academic achievement were significant mediator variables impacting/predicting English academic achievement. Chinese academic achievement had four times of impacting/predicting power than that of the participants’ family socioeconomic status did. That is, the students’ Chinese academic achievement and English learning motivation, rather than family socioeconomic status, were stronger predictors of English academic achievement. The students’ family cultural capital and educational expectations, however, were not significant mediator variables.
|關鍵詞||英語學習成就、英語學習動機、國語學習成就、新移民子女、English academic achievement、English learning motivation、Chinese academic achievement、students whose mothers were from South-East Asia and China|