The Relationship Between Family Rearing Pattern And Academic Achievement: Psychological Function And Academic Behavior

For secondary school students, academic achievement is the most important goal of this stage, the level of academic achievement of high school students will affect all aspects such as a sense of accomplishment, self-confidence, and affect the growth of the students. The main factors affecting the academic achievement of high school students, including their own factors(cognitive ability, academic behavior, etc.) and environmental factors(such as family and social background, education and environment).In their own factors, academic behavior can be observed and obtained through the intervention for improving academic achievement, enhancing students’ self-confidence and self-efficacy is very important. Psychological Suzhi has a close contact with the individual behavior of the psychological quality, it will directly affect students’ academic achievement(Zhang Dajun Liu Yanling,2001;Tian Lan Tan Chuanhua,2005). Family as the most important external environment to the Students except school, will inevitably affect students’ learning attitude and academic behavior.Research on the Students’ Psychological Suzhi and Academic Achievement in the field of psychological quality is an important function of the study. Related research has been mainly discussed the contents of the various dimensions of the combined effect of the Psychological Suzhi on academic performance, relevance of Psychological Suzhi level and their academic achievements. Discussion about environmental factors and internal factors affecting academic achievement has not yet been done.In this study, we choose Family upbringing way as the external environmental factor as well as Psychological Suzhi and Learning Behavior as the internal factors to explore the influences of Family upbringing way, Psychological Suzhi, Learning Behavior of high school students on academic achievement. This study used questionnaires, use family parenting style questionnaire, students’ psychological quality and academic behavior Starter questionnaire survey of high school students in Chongqing, Sichuan, Yunnan and the three regions of a sample survey, Survey was conducted with Seventh grade(263),(234), a high(363), sophomore(212 parts) of high school students, including 532 boys, 564 girls. The study also collected the academic achievement of students. Statistical analysis using data statistical analysis, variance analysis, path analysis by SPSS.19 and AMOS. The results are as follows:(1) Students’ parents with positive parenting style based, most of the parents take their children more emotional warmth and understanding rearing.(2) The level of students’ psychological Suzhi is generally high, but the dimensions of uneven development, personality traits among the highest score, followed by cognitive quality and adaptation quality.(3) Students in overall good behavior, achievement motivation highest score, followed by learning attitude, learning efficacy and Learning Strategies / less flexible.(4) Parenting way there was no significant difference in gender, grade, but only children and, students, the parents’ marital status, parental emotional state, the significant regional differences.(5) The overall level of quality of students ’psychological there is no significant gender differences, but in the year, only children and, students, the parents’ marital status, parental emotional state, the significant regional differences.(6) There are significant gender differences and grade differences in the behavior of Students. The overall academic performance of girls than boys in behavior; and as grades increase, both male and female students ’academic behavior tends to be poor; parents’ marital status also affect the feelings and behavior of Students.(7) Father parenting style and mental qualities, academic behavior significantly positive correlation; the presence of Parenting Style and psychological quality significantly and positively correlated with academic behavior is not significant; Parenting Style and Academic Performance There is no significant relationship; psychological quality and family rearing styles, academic behavior, academic performance were significantly correlated.(8) Students’ Psychological Suzhi among Middle School students’ parenting style & Academic partially mediated.(9) Students’ psychological Suzhi, academic behavior between Family Education & Academic Achievement from the portion of the continuous intermediary role.