The Influence of Socioeconomic Status and Parenting Style on the Academic Achievement in English of Junior High School Students in Taiwan

Abstract

The main purpose of this study was to investigate the relationship between family socioeconomic status and parenting style have on the academic achievement in English of junior high school students in Taiwan. The data was analyzed with descriptive statistics, a t-test, ANOVA, MONOVA, and multiple stepwise regression. The results were as follows: 1. No significant statistical difference was found between socioeconomic status and parenting style. 2. A significant statistical difference was found between socioeconomic status and academic achievement in English in one case: the students from upper middle-class families performed better than those of lower middle-class families. 3. No significant statistical difference was found between a good parenting style and higher academic achievement in English. 4. Some categories of socioeconomic status and parenting style are good predictors of academic achievement in English. 5. A neglectful-abusive father and an indulgent-protective mother both have an adverse influence on academic achievement in English. Based on these results, suggestions are made for parents, educators, and researchers undertaking further study on this topic.