「望」子成龍會否淪為癡心「妄」想？：論香港家長與子女教育期望之異同對學業成績的影響

「望」子成龍會否淪為癡心「妄」想？：論香港家長與子女教育期望之異同對學業成績的影響

• 相楠 香港中文大學
• 趙永佳 香港教育大學

教育學報, 46(2), 1-20, 2018

香港中文大學敎育學院

2018

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與

教育期望 社會資本 學業成就 Educational Expectation Social Capital Academic Achievement

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

在傳統尚學文化及近年高等教育擴張的影響下，香港家長對子女教育普遍抱有很高的期望。然而，本地大學學額供給不足、親子對教育持有不同期望似乎都是阻礙家長實現「望」子成龍夢的不利因素。為了幫助香港家長實現「望」子成龍的熱望，本研究從家長視角出發，試圖回答以下問題：（1）面對緊張的學額供給，香港家長本就很高的學歷期望是否仍對子女的學業有積極影響？（2）若家長可以使子女與自己懷有相同水平的教育期望，家長的期望是否更易實現？為回答上述問題，我們借鑑了地位取得、社會認知和社會資本理論，針對研究問題提出三種假設。接着，我們運用描述性統計方法和多元線性迴歸模型來分析本次研究所用「香港高中學生升學及就業志向研究」數據。數據分析結果最符合我們據社會資本理論提出的假設：家長教育期望與子女的學業成就呈正相關關係；而當我們控制了家長教育期望的影響時，一致的親子教育期望對子女的學業成績有額外的積極影響。Deeply influenced by the traditional Chinese culture that respects scholars and the rapid expansion of higher education in recent years, parents in Hong Kong generally hold high expectations for their children’s education. In fact, however, both the shortage of local university places and the parent-child difference in educational expectations are likely to prevent parents from achieving their expectations. To help Hong Kong parents reach their goals, this study aims to answer the following two questions from the perspective of parents. First, facing the fierce competition for university places in Hong Kong, do parents’ way-too-high educational expectations still have positive effects on children’s academic performance? Second, if parents can align their children’s educational expectations with their own, are their expectations more likely to be fulfilled? To answer these questions, we will propose three different hypotheses according to status attainment theory, social cognitive theory, and social capital theory. Then, we will use descriptive statistical methods and multiple linear regression models to analyze the data used in this study (i.e., Panel Study on the Career and Educational Orientations of the Senior High School Students in Hong Kong). The results of data analyses are largely in line with the hypothesis drawn from the social capital theory. Parents’ educational expectations are positively related to their children’s academic performance. When parents’ educational expectations are conditioned, the alignment of parents’ and children’s expectations is likely to have an additional positive effect on academic achievement. Copyright © 2018 香港中文大學 CUHK.

• 中文

期刊論文

• 10251936

https://bibliography.lib.eduhk.hk/tc/bibs/339a4af4

2019-12-09