家庭環境의 諸要因과 學業成績과의 關係

다국어 초록 (Multilingual Abstract)

(1) Purpose of the study
The purpose of this study is to provide the material for the reference to the guidance of high school students for their better educational environments. For that purpose this study clears the non-permanance and the limitation of the interaction between the factors of home environments and academic achievements which encloses male or female high school students.
The followings are contents to be examined on the basis of the theory and study preexamined about home environments and academic achievements.
A. A correlation between the low-ranking factors of the educational standing and the economic of parents as Home status circumstances factor and academic achievements.
B. A correlation between the low-ranking factors of cultural facilities as Home constructure environments factors, social upward, material oriented, traditionalism which constarat value orienting, and role expectation, mutual attitude, cone en traction which constract group traits and academic achievements.
C. A correlation between the low-ranking factors of achievement, opening, self-regulation as home psychological process environments factors, and academic achievements.
(2) Method of the study
To examine these correlations, 200 students of the second grade of two male or female high school student's each in Seoul were random sampled. and the Horne Environment Diagnosis Inventory of Chung Won-Sik and the Horne Environment Inventory which was provided from each school and the whole subjects performances of final examines in the second semester in 1989 were analyzed. The data were processed with stanine points which re-calculated original points gained by home environmental sub-factors, and CR testifed to recognize the meaning of the difference of academic achievements in the upper and low group of factors of home environments.
(3) Result of the study
The results are:
a. The significant level between the educational and economic standing of parents and academic achievements is P<0.005-P<0. 001 for both male or female students.
b. The significant level between home facilities and academic achievements for female students is higher (P<0.01) than for male students (P<0.05).
c. The significant level. between social upward factor and academic achievements is P<0.02 (for male students). and P<0.10 (for female students). It shows that the significant level has no relation only for female students.
d. The significant level between material oriented factor and academic achievement is P<0.02 for both male or female students.
e. The significant level between traditionalism factor and academic achievement is P>0.10 for male students. It shows that the significant level has no relation only for male students.
f. The significant level between role expectation factor and academic achievement is P<0.05 for both male for female students.
g. The significant level between mutual attitude factor and academic achievement is as high as P<0.005 for both male or female students.
h. The significant level between concentration factor and academic achievements is P<0.05 for male students and P>0.10 for female students. It shows that the significant level has no relation only for female students.
i. The significant level between achievement, opening, self-regulation factor and academic achievements is as high as P<0.05- P<0.01 for both male or female students.
(4) conclusion of the study
a. In line with-e the study preexamined, this study evinces that there is generally close relation between the factors of home environments, and academic achievements though diversities in some item and degree of significant.
b. Especially home status environment factor has the most great effects, and the next is psychological process environment factor. Therefore it shows that how important the role of parents is.
c. The results show that there is eminent gap between male and female students in constructure environment factor. It is convinced that there is negative and meaningful gap for female students (P>0.10) in Social upward factor and concentration factor. and for male students(P>0.10) in traditionalism factor. That is female students consider social upward oriented degree and family as life shared group, and have no consideration in consideration in concentration which has identification, and show opposite responses in traditionalism factor rather than male students.
From the basis of these results, there are propositions as follows :
a. There must be psychological process Research for the change to the Educational environments through more scientific and periodical analysis of the factors of home environments.
b. There must be as many chances as possible to converse (between parents and children) to have deep understanding (between parents and children) and it can be completed when there is profound recognition factor to academic achievements is the role of parents toward students.
c. Parents should not only have interest in their children's academic achievements simply, but also give more deep affection for them to have inner learning motivation.
d. School also have close interrelation with students home. and exchange information on students for the continuous and future-oriented guidance for students.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• 1. 硏究의 必要性 및 目的 = 1
• 2. 硏究의 制限點 = 4
• II. 理論的 背景 = 5
• 1. 家庭環境의 敎育的 意義 및 性質 = 5
• 2. 家庭環境의 構成 = 9
• 3. 家庭環境要因이 學業成績에 미치는 影響 = 14
• 4. 先行硏究 = 16
• III. 硏究方法 = 23
• 1. 標集對象 = 23
• 2. 調査道具 = 23
• 3. 資料處理方法 = 23
• IV. 結果 및 論議 = 24
• 1. 結果 = 24
• 2. 論議 = 37
• V. 要約 및 結論 = 39
• 1. 要約 = 39
• 2. 結論 = 41
• 參考文獻 = 44
• 英文抄錄 = 47