ScholarWorks@숙명여자대학교

초록

Previous research has posited several explanations as to why the achievement varies. These explanations vary from family socioeconomic status, students' attitudes and behaviors, to parents' attitudes and behaviors, such as parental involvement. The purpose of this study is to extend existing research on academic achievement by developing and testing a model of academic achievement for early elementary schoolchildren. Using the Early Childhood Longitudinal Study-Kindergarten(ECLS-K), findings from this study hope to reveal salient predictors that may contribute to the achievement versus differences in the effects of those predictors. This study found that there were parents' and students' factors effects on student academic achievement. The findings from this study suggested that between prior parent expectation and involvement (i.e., kindergarten) and subsequent academic engagement and the relationship between prior social-emotional factor (i.e., school behavior readiness) and subsequent academic engagement contribute to the achievement, reading and math achievement. By identifying the attitudes and behaviors that may impede or facilitate student performance, educators could provide appropriate intervention.

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